Identity Texts

Jim Cummins is Professor and Canada Research Chair in the Curriculum, Teaching and Learning department at the Ontario Institute for Studies in Education.

Table of contents

This volume explores the many facets and ongoing transformations of our visual identities in the twentieth and twenty-first centuries. Its chapters engage with the constitution of personal, national and cultural identities at the intersection of the verbal and the visual across a range of media. They are attentive to how the medialities and (im)materialities of modern image culture inflect our conceptions of identity, examining the cultural and political force of literature, films, online video messages, rap songs, selfies, digital algorithms, social media, computer-generated images, photojournalism and branding, among others. They also reflect on the image theories that emerged in the same time span—from early theorists such as Charles S. Peirce to twentieth-century models like those proposed by Roland Barthes and Jacques Derrida as well as more recent theories by Jacques Rancière, W. J. T. Mitchell and others. The contributors of Imaging Identity come from a wide range of disciplines including literary studies, media studies, art history, tourism studies and semiotics. The book will appeal to an interdisciplinary readership interested in contemporary visual culture and image theory.

This book brings together visions and realities of multilingual schools throughout the world so as to examine the pedagogical, socioeducational and sociopolitical issues that impact on their development and success. It considers issues of multilingual schooling in different countries and for diverse populations.

This book explores the ways in which translation deals with sexual and textual undecidability, adopting an interdisciplinary approach bridging translation, transgender studies, and queer studies in analyzing the translations of six texts in English, French, and Spanish labelled as ‘trans.’ Rose draws on experimental translation methods, such as the use of the palimpsest, and builds on theory from areas such as philosophy, linguistics, queer studies, and transgender studies and the work of such thinkers as Derrida and Deleuze to encourage critical thinking around how all texts and trans texts specifically work to be queer and how queerness in translation might be celebrated. These texts illustrate the ways in which their authors play language games and how these can be translated between languages that use gender in different ways and the subsequent implications for our understanding of the act of translation and how we present our gender identity or identities. In showing what translation and transgender identity can learn from one another, Rose lays the foundation for future directions for research into the translation of trans identity, making this book key reading for scholars in translation studies, transgender studies, and queer studies.

This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.

In a rapidly changing world the importance of creativity is more apparent than ever. As a result, creativity is now essential in education. Creative Dimensions of Teaching and Learning in the 21st Century appeals to educators across disciplines teaching at every age level who are challenged daily to develop creative practices that promote innovation, critical thinking and problem solving. The thirty-five original chapters written by educators from different disciplines focus on theoretical and practical strategies for teaching creatively in contexts ranging from mathematics to music, art education to second language learning, aboriginal wisdom to technology and STEM. They explore and illustrate deep learning that is connected to issues vital in education – innovation, identity, engagement, relevance, interaction, collaboration, on-line learning, dynamic assessment, learner autonomy, sensory awareness, social justice, aesthetics, critical thinking, digital media, multi-modal literacy and more. The editors and authors share their passion for creativity, teaching, learning, curriculum, and teacher education in this collection that critically examines creative practices that are appearing in today’s public schools, post-secondary institutions and adult and community learning centres. Creativity is transforming education in the 21st century.