Debate 3 - Activism:Curated and introduced by Sophie Stevens

(2021) Debate 3 - Activism:Curated and introduced by Sophie Stevens. In: Stevens, Sophie, de Medeiros, Ana and Kelly, Debra, (eds.) Language Debates. John Murray Press, London, pp. 127-131. ISBN 9781529372250

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Abstract

This debate on activism illustrates the diversity and richness of contemporary language activism taking place within schools, universities and community groups. It brings together activists including artists, academics and teachers who work collaboratively across institutions, sectors, disciplines, countries and languages with the aim of transforming approaches to language teaching and research. This debate is significant because its scope is wide-ranging. The contributors advocate for the teaching and learning of languages and share practical models for doing this; these include exploring heritage languages and connecting university students with language learners in schools. However, this advocacy entails more than just promoting languages and reiterating their importance. The work carried out by the contributors demonstrates the essential relationship between language and activism and how this has an impact on approaches to teaching, research, the production of knowledge and the processes of making art. As a result, the interventions that follow illustrate that if we want to understand, participate in and create activist practice then we have to explore, question and recognize the role that language plays in activism today.

Item Type:	Book Section
Uncontrolled Keywords:	activism,language,debate,teaching,sdg 4 - quality education ,/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Faculty \ School:	Faculty of Arts and Humanities > School of Literature, Drama and Creative Writing
UEA Research Groups:	Faculty of Arts and Humanities > Research Groups > British Centre for Literary Translation Research Group
Depositing User:	LivePure Connector
Date Deposited:	14 Jan 2022 09:30
Last Modified:	14 Jan 2022 17:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/83024
DOI:

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