“It’s not like in Europe or in Germany” – an empirical insight into learner conversations about taboo(ed) issues
Gardemann C (2022)
TDAJ. Teacher Development Academic Journal: Taboo(ed) Issues in ELT through the lens of critical pedagogy 2(2): 33-41.
Zeitschriftenaufsatz
| Veröffentlicht | Englisch
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Abstract / Bemerkung
Dealing with taboo(ed) issues in class might lead to initial irritation on the side of learners for
various reasons. Such confusion can be beneficial to learning when it is used as an impulse to
start meaningful conversations. Alienation, however, is an inhibitor of understanding. This
article re-analyses two EFL case studies with advanced secondary school learners (Bracker,
2015; Otterpohl, 2021) in order to illustrate the alienation that takes place when pupils are
confronted with outdated gender roles, police violence, and racism. The article aims at
suggesting practical implications for teachers to turn such initial alienation into a critical
engagement. It will also highlight possible consequences for teacher education.
Erscheinungsjahr
2022
Zeitschriftentitel
TDAJ. Teacher Development Academic Journal: Taboo(ed) Issues in ELT through the lens of critical pedagogy
Band
2
Ausgabe
2
Seite(n)
33-41
eISSN
2957-4374
Page URI
https://pub.uni-bielefeld.de/record/2958197
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Gardemann C. “It’s not like in Europe or in Germany” – an empirical insight into learner conversations about taboo(ed) issues. TDAJ. Teacher Development Academic Journal: Taboo(ed) Issues in ELT through the lens of critical pedagogy. 2022;2(2):33-41.
Gardemann, C. (2022). “It’s not like in Europe or in Germany” – an empirical insight into learner conversations about taboo(ed) issues. TDAJ. Teacher Development Academic Journal: Taboo(ed) Issues in ELT through the lens of critical pedagogy, 2(2), 33-41.
Gardemann, Christine. 2022. ““It’s not like in Europe or in Germany” – an empirical insight into learner conversations about taboo(ed) issues”. TDAJ. Teacher Development Academic Journal: Taboo(ed) Issues in ELT through the lens of critical pedagogy 2 (2): 33-41.
Gardemann, C. (2022). “It’s not like in Europe or in Germany” – an empirical insight into learner conversations about taboo(ed) issues. TDAJ. Teacher Development Academic Journal: Taboo(ed) Issues in ELT through the lens of critical pedagogy 2, 33-41.
Gardemann, C., 2022. “It’s not like in Europe or in Germany” – an empirical insight into learner conversations about taboo(ed) issues. TDAJ. Teacher Development Academic Journal: Taboo(ed) Issues in ELT through the lens of critical pedagogy, 2(2), p 33-41.
C. Gardemann, ““It’s not like in Europe or in Germany” – an empirical insight into learner conversations about taboo(ed) issues”, TDAJ. Teacher Development Academic Journal: Taboo(ed) Issues in ELT through the lens of critical pedagogy, vol. 2, 2022, pp. 33-41.
Gardemann, C.: “It’s not like in Europe or in Germany” – an empirical insight into learner conversations about taboo(ed) issues. TDAJ. Teacher Development Academic Journal: Taboo(ed) Issues in ELT through the lens of critical pedagogy. 2, 33-41 (2022).
Gardemann, Christine. ““It’s not like in Europe or in Germany” – an empirical insight into learner conversations about taboo(ed) issues”. TDAJ. Teacher Development Academic Journal: Taboo(ed) Issues in ELT through the lens of critical pedagogy 2.2 (2022): 33-41.
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