Search

War and conflict between and within nations are defining characteristics of human history, and these impacts are directly felt in education. When classrooms around the world experience conflict firsthand, undergo processes of postconflict reconciliation, become transit points for students fleeing war-torn homes, or receive students holding refugee status, how can teachers be assisted to reflect on their own identities so that they could develop more inclusive teaching selves that might help them to appreciate their students' experiences? This article highlights the potential of identity portraits or self-generated identity texts to help teachers articulate their identities and responsibilities toward their learners. Set against the larger processes of reconciliation that took place at the end of one of the longest civil wars in modern times, this study draws data generated through a multisite inquiry in Sri Lanka.

This study critically examines the discursive reconstruction of ethnic hierarchies in English language textbooks used in public schools in post-conflict Sri Lanka. Set against a social and political backdrop of larger nation state-building and national reconciliation taking place in Sri Lanka after it ended a three-decade ethnic conflict, this paper critically analyses English language textbooks used to prepare students for standardised high-stake national examinations. While there are no overt instances of discrimination, the findings of this critical discourse analysis highlights exclusion and the marginal representation of minorities, their voices, histories and cultures. The overwhelming presence of the majority Sinhalese asserts and conforms their dominance over other ethnic communities while relegating the minorities to a subordinate position leading to the education of majority students in an ideology that asserts their dominance and superiority while minority children are exposed to educational material that affirms their subordinate position in society.

This paper examinations the nexus between creativity and teacher identity in post-war peacebuilding. It aims to understand how infusing creativity into teacher preparation geared towards peacebuilding can help language educators reflect on their identities, values and their roles in bridging a fragmented society at the end of a war. Drawing on data generated from a visual ethnography carried out in the aftermath of Sri Lanka's civil war, one of the longest civils wars in recent history, this study explores the power of self-generated identity portraits in helping teachers to visualise their identities as second language educators. This paper highlights the potential of creativity and creative approaches to teacher education to help teachers articulate their identities, expectations, responsibilities towards their learners and challenges they face. The paper highlights the power of creative approaches to meaning making, especially in tapping into identities that are otherwise hidden and the need be for teachers to be included in larger discussions on educational reforms towards peace. [ABSTRACT FROM AUTHOR]

As in many former colonies, language policy and planning in Sri Lanka has been largely shaped by and continues to be overshadowed by its history of colonial rule. Sri Lanka experienced colonization under three different western powers for over four centuries. This situation was further muddied by the three-decades long ethnic-based civil war which Sri Lanka experienced after it gained independence. The status of the country's local languages and of the speakers of these languages were of central concerns for all Sri Lankans during colonial times as well as during the civil conflict. These concerns continue to be felt even though the war--fought between the Sinhalese-led government and the Tamil militants (the LTTE or Liberation Tigers of Tamil Eelam) ended in 2009. Drawing on models for Minority Language Rights (MLR) (May in "Int J Biling Educ Biling" 3(2), 101-128 2000b, "Language and minority rights." London: Longman (pp. 1-22) 2001; Phillipson et al. in "Introduction, Linguistic human rights: Overcoming linguistic discrimination," 1995) and Linguistic Human Rights (LHR) (May in "J Multiling Multicult Dev" 21, 366-385 2000a), this paper examines how local Sri Lankan languages have been accommodated and empowered vis-à-vis the sociopolitical and historical fabric of the country. The paper first maps out colonial language policies, the post-independence policies of the Sri Lankan government, the language policies of the LTTE and the post-war language policies of the present (2014) government. Against this backdrop, I then discuss the limitations posed by the existing MLR and LHR models when they are used for analyzing civil war-affected, post-colonial communities.

Copyright of TESL Canada Journal / Revue TESL du Canada is the property of TESL Canada Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyses how two Ph.D. students used multimodal identity texts (MMITs) to document their research journeys as they engaged in their doctoral studies. Drawing on qualitative data collected from multiple pre-service teacher preparation programmes in Chile and Sri Lanka, two bi-national researchers (a Colombian-Canadian and a Sri Lankan-Canadian) use MMITs to document the complexities surrounding conducting research in contexts where they were neither "complete insiders" nor "complete outsiders." The two researchers' identity texts provide a mediational space for them to document the multiple, yet shifting identities they enacted, assumed and were assigned during their prolonged research journeys. The study reveals how the process of constructing and maintaining identity texts, as well as conducting constant critical conversations allows the authors to scaffold their learning processes while reflecting on their emerging professional identities.

In societies that are emerging out of protracted war, teacher preparation geared toward peace poses a unique challenge. Their contested histories, normalization of violence and fear over prolonged times, and entrenched social and political structures that that have sustained violence, inequity, discrimination, injustice and unequal power distribution over time can prevent peace initiatives realizing their full potential. This paper explores the strength of a pedagogical orientation to teacher preparation that is conceptually informed by culturally responsive pedagogy. The paper first provides an overview of peace education and the challenges of effective and lasting peace education in societies that are emerging out of war; it then discusses tenets of culturally responsive pedagogy that lends itself toward peace education; and the paper concludes by conceptualizing a culturally responsive approach to peace education in postwar societies. [ABSTRACT FROM AUTHOR]

Copyright of TESL Canada Journal / Revue TESL du Canada is the property of TESL Canada Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)