Critical Language Awareness: Opening Spaces for Educational Praxis in Turbulent Times of Transition and Crisis (original) (raw)

2020, Opening up Spaces for meaningful engagement in educaitonal praxis

Abstract

This chapter dwells on the crises of today, the need for a critical understanding of imaginaries for the future so as to open space for a sustainable future based on a deep (rather than a shallow) ecology.

Loading...

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

References (69)

  1. Arendt, H. (1951). The Origins of Totalitarianism. Penguin.
  2. Arendt, H. (1998). The Human Condition. Chicago/London: University of Chicago Press.
  3. Bakker, C., &, N. Montesano Montessori (Eds.) (2016). Complexity in Education. From Horror to Passion. Rotterdam: Sense Publishers.
  4. Bateson, G. (1972). Steps to an Ecology of Mind. Northvale, NJ: Jason Aronson Inc.
  5. Biesta, G.J.J. (2010). Good Learning in the Era of Measurement. London: Paradigm Publishers.
  6. Biesta, G.J.J. (2011). Learning Democracy in School and Society. Education, Lifelong Learning, and the Politics of Citizenship. Rotterdam: Sense Publishers.
  7. Biesta, G.J.J. (2014). The Beautiful Risk of Education. London: Paradigm Publishers.
  8. Birch, C., & Cob, J. (1981). The Liberation of Life. From the Cell to the Community. Cambridge: Cambridge University Press.
  9. Blaauwendraad, G. (2016). Virtuosic Citizenship. In C. Bakker & N. Montesano Montessori (Eds.), Complexity in Education. From Horror to Passion (pp. 75-96). Rotterdam: Sense Publishers.
  10. Bohm, D. (1996). On Dialogue. New York: Routledge.
  11. Bostrom, N. (2005). In Defense of Posthuman Dignity. Bioethics, 19 (3), 202-214.
  12. Capra, F. (1996). The Web of Life. New York: Anchor Books.
  13. Capra, F., & Luisi, P. (2014). The Systems View of Life. A Unifying Vision. Cambridge: Cambridge University Press.
  14. Castells, P. (1996/2000). The Rise of the Network Society. Oxford/Malden: Blackwell Publishers.
  15. Chilton, P. (2004). Analyzing Political Discourse. Theory and Practice. London: Routledge.
  16. Chouliaraki, L., & Fairclough, N. (1999). Discourse in Late Modernity. Rethinking Critical Discourse Analysis. Edinburgh: University Press.
  17. Cots, J., & Garrett, P. (2018). Language Awareness: Opening Up the Field of Study. In P. Garrett & J. Cots (Eds.), The Routledge Handbook of Language Awareness (pp. 1-20). London/New York: Routledge.
  18. Fairclough, N. (1989). Language and Power. London: Longman.
  19. Fairclough, N. (1992a). Discourse and Social Change. Cambridge: Polity Press.
  20. Fairclough, N. (1992b). (Ed.) Critical Language Awareness. London: Longman.
  21. Fairclough, N. (1995). Critical Discourse Analysis. London: Longman.
  22. Fairclough, N. (2000). New Labour, New Language? London: Routledge.
  23. Fairclough, N. (2003). Analysing Discourse. Textual Analysis for Social Research. London: Routledge.
  24. Fairclough, N. (2006). Language and Globalization. London/New York: Routledge.
  25. Fairclough, I., & Fairclough, N. (2012). Political Discourse Analysis. A Method for Advanced Students. London: Routledge.
  26. Fairclough, N., & Wodak, R. (1997). Critical Discourse Analysis. In T. Van Dijk (Ed.), Discourse as Social Interaction (pp. 258-284). London: Sage.
  27. Foucault, M. (1995, 2 nd Ed). Discipline and Punish: The Birth of a Prison. London: Penguin.
  28. Gee, J.P. (2000). New people in New Worlds. Networks, the New Capitalism and Schools. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures (pp. 43-71). London/New York: Routledge.
  29. Giddens, A. (2014). Turbulent and Mighty Continent. What Future for Europe? (Rev. Ed.). Cambridge: Polity Press.
  30. Graham, E. (2002). Representations of the Post/Human. Monsters, Aliens and Others in Popular Culture. Manchester: Manchester University Press.
  31. Gramsci, A. (1971). Selections from the Prison Notebooks. New York: International Publishers.
  32. Harvey, D. (1996). Justice, Nature & the Geography of Difference. Oxford: Blackwell.
  33. Harvey, D. (2000). Spaces of Hope. Berkeley: University of California Press.
  34. Jessop, B. (1990). Putting the Capitalist State in Its Place. Cambridge: Polity Press.
  35. Jessop, B. (2002). The Future of the Capitalist State. Cambridge: Polity Press.
  36. Jessop B. (2012). Narratives of Crisis and Crisis Response: Perspectives from North and South. In:
  37. Utting P., Razavi S., Buchholz R.V. (eds). The Global Crisis and Transformative Social Change. Pp. 23-42. International Political Economy Series. Palgrave Macmillan, London Kemmis, S. & Smith, T.J. (2008). Enabling Praxis. Challenges for Education. Rotterdam: Sense.
  38. Kress, G. (2000). New Theories of Meaning. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures (pp. 153-178). London/New York: Routledge.
  39. Laclau, E., & Mouffe, C. (1985). Hegemony and Socialist Strategy. Towards a Radical Democratic Politics. London: Verso.
  40. Luhmann, N. (1990). Social Systems. Stanford: Stanford University Press.
  41. Maturana, H. & Varela, F. (1998). The Tree of Knowledge. The Biological Roots of Human Understanding. Boston: Shambhala Publications.
  42. Molpeceres, S. (2017). Posthumanism and the city. In E. Morales-López & A. Floyd (Eds.), Developing New Identities in Social Conflicts. Constructivist Perspectives (pp. 203-226). Amsterdam/Philadelphia: John Benjamins.
  43. Montesano Montessori, N. (2009). An Analysis of a Struggle for Hegemony in Mexico: The Zapatista Movement versus President Salinas de Gortari. Saarbrücken: VDM.
  44. Montesano Montessori, N. (2011). The Design of a Theoretical, Methodological, Analytical Framework to Analyse Hegemony in Discourse. Critical Discourse Studies, 8(3), 169-181.
  45. Montesano Montessori, N. (2016a). Why Complexity Matters. In C. Bakker & N. Montesano Montessori (Eds.), Complexity in Education. From Horror to Passion (pp. 261-282). Rotterdam: Sense Publishers.
  46. Montesano Montessori, N. (2016b). A Theoretical and Methodological Approach to Social Entrepreneurship as World-Making and Emancipation. Social Change as a Projection in Space and Time. Entrepreneurship & Regional Development, 8(7-8), 536-562.
  47. Montesano Montessori, N. (2019). Text Oriented Discourse Analysis: An Analysis of a Struggle for Hegemony in Mexico. In N. Montesano Montessori, M. Farrelly & J. Mulderrig (Eds.), Critical Policy Discourse Analysis (pp. 23-47). Cheltenham/ Northampton: Edward Elgar.
  48. Montesano Montessori, N., Farrelly, M., & Mulderrig, J. (2019). (Eds.) Critical Policy Discourse Analysis. Cheltenham /Northampton: Edward Elgar.
  49. Montesano Montessori, N., & Morales López, E. (2015). Multimodal Narrative as an Instrument for Social Change. Reinventing Democracy in Spain: The Case of 15 M. CADAAD, 7(2), 200-221.
  50. Montesano Montessori, N., & Morales-López, E. (2019). The Articulation of 'the People' in the Discourse of Podemos. In J. Zienkowski & R. Breeze (Eds.), Imagining the Peoples of Europe: Populist Discourses Across the Political Spectrum (pp. 123-147). Amsterdam: John Benjamins.
  51. Montesano Montessori, N., & Ponte, P. (2012). Researching Classroom Communications and Relations in the Light of Social Justice. Educational Action Research, 20(2), 251-266.
  52. Montesano Montessori, N., & Schuman, H. (2015). CDA and Participatory Action Research: A New Approach to Shared Processes of Interpretation in Educational Research. In P. Smeyers, D. Bridges, & N. Burbules (Eds.), International Handbook on Interpretation in Educational Research Methods (pp. 347-370). Dordrecht: Springer.
  53. Montesano Montessori, N., Schuman, H., & De Lange, R. (2012). Kritische Discours Analyse: De macht en kracht van taal en tekst. Brussels: Academic & Scientific Publishers.
  54. Mulderrig, J., Montesano Montessori, N. & Farrelly, M. (2019a). Introduction. In N. Montesano Montessori, M. Farrelly & J. Mulderrig (Eds.), Critical Policy Discourse Analysis (pp. 1-22). Cheltenham: Edward Elgar.
  55. Morales-López, E., & Floyd, A. (2017). Developing New Identities in Social Conflicts. Constructivist Perspectives. Amsterdam/Philadelphia: John Benjamins.
  56. Mouffe, C. (2003). The Return of the Political. London: Verso.
  57. Naess, A. (1998). Ecology, Community and Lifestyle. Cambridge: Cambridge University Press.
  58. Polanyi, M. (2009). The Tacit dimension (Rev. Ed). Chicago: The University of Chicago.
  59. Rogers, R. (Ed.) (2008). An Introduction to Critical Discourse Analysis in Education. New York: Routledge.
  60. Rotmans, J. (2015). Verandering van tijdperk. Nederland kantelt. Boxtel: Aeneas Media.
  61. Sayer, A. (2000). Moral Economy and Political Economy. Studies in Political Economy, 61(1), 79-103.
  62. Sayer, A. (2014). Why we Can't Afford the Rich. Bristol: Policy Press.
  63. Trias, X. (2011). Barcelona tendrá un Smart City Campus para definir las ciudades inteligentes del futuro, La Vanguardia, 29-11-2011
  64. Van Eemeren, F.H., & Grootendorst, R. (1992). Argumentation, Communication, and Fallacies. A Pragma-Dialectical Perspective. Hillsdale: Lawrence Erlbaum.
  65. Van Leeuwen, T. (1995). Representing Social Action. Discourse and Society, 6(1), 81-106.
  66. Wahl, D.C. (2016). Designing Regenerative Cultures. Bridport: Triarchy Press.
  67. Wallace, C. (2018). Teaching Critical Literacy and Language Awareness. In P. Garrett & J. Cots (Eds.), The Routledge Handbook of Language Awareness (124-140). London/New York: Routledge.
  68. Wilson, E. (1998). Consilience. The Unity of Knowledge. New York: Vintage Wodak, R. (2009). The Discourse of Politics in Action. Politics as Usual. Hampshire: Palgrave MacMillan.
  69. Zuurmond, A. (2016). Teaching for Love of the World: Hannah Arendt on the Complexities of the Educational Praxis. In C. Bakker & N. Montesano Montessori (Eds.), Complexity in Education. From Horror to Passion (pp. 55-74). Rotterdam: Sense Publishers.