Translation and democracy in the post-Prevent English classroom

Rashi  Rohatgi; Education in the North

doi:10.26203/e0gz-df66

Translation and democracy in the post-Prevent English classroom

Rashi Rohatgi, Education in the North

Research output: Contribution to journal › Feature › peer-review

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Abstract

Teachers of literature have lately been asked explicitly to impart national pride. This agenda competes with multiple priorities, one of which is to engage minority students by exposing them to texts in which they can see themselves. Exposure, however, is just the beginning of what teachers can offer as we attempt to balance calls to impart national pride with current pedagogy and personal ideals. This paper uses a cosmopolitan but monocultural school – 99% South Asian Muslim – as a case study to assert that a multicultural education can work towards all of these aims.

Original language	English
Pages (from-to)	100-104
Number of pages	5
Journal	Education in the North
Volume	26
Issue number	2
DOIs	https://doi.org/10.26203/e0gz-df66
Publication status	Published - 16 Jan 2020

Keywords

multicultural
literature
pedagogy
race
research-led teaching

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10.26203/e0gz-df66Licence: CC BY-NC

Rohatgi_EITN_Translation_Democracy_VOR
This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.
Final published version, 322 KBLicence: CC BY-NC

Cite this

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abstract = "Teachers of literature have lately been asked explicitly to impart national pride. This agenda competes with multiple priorities, one of which is to engage minority students by exposing them to texts in which they can see themselves. Exposure, however, is just the beginning of what teachers can offer as we attempt to balance calls to impart national pride with current pedagogy and personal ideals. This paper uses a cosmopolitan but monocultural school – 99% South Asian Muslim – as a case study to assert that a multicultural education can work towards all of these aims.",

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Translation and democracy in the post-Prevent English classroom

Abstract

Keywords

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