Interrogating Privilege: Reflections of a Second Language Educator<\/h2>\n<\/td>\n<\/tr>\n\nAuthor:<\/strong><\/td>\nStephanie Vandrick (2009)<\/td>\n
![\"\"](\"http:\/\/tesl-ej.org\/ej60\/rpix\/interrogatingprivilege.jpg\")
<\/td>\n<\/tr>\n \nPublisher:<\/strong><\/td>\nUniversity of Michigan Press<\/td>\n<\/tr>\n \nPages<\/th>\n ISBN<\/th>\n Price<\/th>\n<\/tr>\n \n182 pages<\/td>\n 978-0-472-03394-2<\/td>\n $23.95 USD<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nVandrick\u2019s Interrogating Privilege: Reflections of a Second Language Educator<\/em> mixes theory with research to investigate the concept of privilege in the field of second language education.\u00a0 While each chapter can be read as a part of whole book that continuously seeks to focus on the privilege in different settings, it is also possible for readers to explore these chapters as individual essays.<\/p>\nChapter 1, \u201cAn introduction\u201d, starts with an appeal to the reader that explains the overall goals of the text and its division into three sections: (i) social class in interaction with other types of privilege, (ii) personal narrative in academic writing and (iii) overall structure of the book.<\/p>\n
Teachers\u2019 own experiences as children might play some roles in their teaching practices. In Chapter 2, \u201cESL and the Colonial Legacy: A teacher faces her \u2018Missionary kid\u2019 past\u201d, the author deals with Vandrick\u2019s childhood experiences as a child of Christian missionaries in India. Reflecting upon her childhood experiences, she connects those experiences with her choice of becoming an English teacher. For instance, she notes that for many ESL teachers, the West, more specifically, the United States, has become the reference point.\u00a0 In the light of postcolonialism, Vandrick concludes that teachers need to be aware of the impact of the colonial history on their teaching and perception of learners.<\/p>\n
Certain concepts and their associations differ in various contexts. Chapter 3, \u201cTea and TESOL\u201d, traces the complex underlying meanings of tea and its relationships with TESOL. Vandrick starts with the implications of tea in her personal life and literary discoveries. For instance, while in her childhood, tea had connotations of femininity, collectivism and community, some of the literature presented tea as colonial legacy, power, and luxury. She concludes that, ESOL students also come with their own conceptions of tea drinking traditions and links her experiences with the privilege ESOL students studying in the United States.<\/p>\n
Chapter 4, \u201cShifting sites, shifting identities: a 30-year perspective\u201d, is a revised version of an essay published in Vandrick (2006). Touching on both positive and negative aspects of both herself and her institution, the University of San Francisco (USF), Vandrick illustrates the identity construction of the program, faculty and students from the perspective of the privilege. Different people play important roles in different stages of our lives.<\/p>\n
In Chapter 5, \u201cFathers and mentors,\u201d the author not only discusses her own father who supported her, but also her academic fathers\u2019 that helped her throughout her academic career. She concludes the chapter by acknowledging the link between these kinds of mentorships and the concept of privilege as follows: \u201cThroughout academe, there is still much to be done regarding equity of women, minorities, and less-established academic fields . . . . Although much of what needs to be done can only be done at the societal and institutional levels, we as individuals can also press for change\u201d (pp. 79, 80).<\/p>\n
The balance between work and family in the lives of women in academia is one of the most discussed topics in academic circles. In Chapter 6, \u201cGender, class and the balanced life\u201d, the author deals with this issue exemplifying the life of one of her Korean graduate students, Valerie.\u00a0 After problematizing the works on and the issues of gender, class and the privileges in different cultures (e.g., European versus American, etc.) as well as different fields (e.g., TESOL versus<\/em> composition) she concludes the chapter by stating that there is still a clear divide between the privileges of men and women. Another controversial issue, sexual identity, is explored in chapter 7, \u201cSexual identity and education\u201d. By reflecting on such issues as privileges imposed by cultural differences, gender identity, religion and social class, Vandrick advocates for lesbian, gay, bisexual and transgender people.<\/p>\nThe very act of writing most of the time gives privilege to people. The next two chapters, Chapter 8, \u201cOn beginning to write at 40\u201d, and Chapter 9, \u201cThe power of writing groups\u201d, explores the issues surrounding research and writing that gives privileges to some people in academia. In Chapter 8, Vandrick reflects on her own experiences of writing and concludes by calling her women colleagues not to be intimidated but to publish their work in spite of their ages. Chapter 9 takes on the issue of writing from a more general point of view by focusing on writing groups. By elaborating on different types of groups such as online versus in-person groups, and long-term versus short-term groups, she concludes with her own reflections as an \u201caging educator\u201d in the TESOL field.<\/p>\n
Vandrick closes the text with questions for reflection and discussion to allow teacher-learners to check their own comprehension of issues discussed in the book and help facilitate discussions in teacher training programs. \u00a0Mixing the theory with personal experience, Vandrick fills a gap in the area of language teacher education. It is full of useful information compiled through years of teaching and learning in the teaching profession.<\/p>\n
References<\/h3>\n
Vandrick, S. (2006). Shifting sites, shifting identities: A thirty-year perspective. In P.K. Maksuda, C. Ortmeier-Hooper, & X. You (Eds.), Politics of second language writing: In search of the promised land <\/em>(pp. 280-293). West-Lafayette, IN: Parlor Press.<\/p>\nReviewed by<\/strong>
\nNur Yigitoglu
\nOkan University, Istanbul, Turkey
\n<nuryigitioglu<\/span>![\"atmark\"](\"http:\/\/www.tesl-ej.org\/atmark.png\")
gmail.com<\/span>><\/p>\n
<\/td>\n<\/tr>\nVandrick\u2019s Interrogating Privilege: Reflections of a Second Language Educator<\/em> mixes theory with research to investigate the concept of privilege in the field of second language education.\u00a0 While each chapter can be read as a part of whole book that continuously seeks to focus on the privilege in different settings, it is also possible for readers to explore these chapters as individual essays.<\/p>\n Chapter 1, \u201cAn introduction\u201d, starts with an appeal to the reader that explains the overall goals of the text and its division into three sections: (i) social class in interaction with other types of privilege, (ii) personal narrative in academic writing and (iii) overall structure of the book.<\/p>\n Teachers\u2019 own experiences as children might play some roles in their teaching practices. In Chapter 2, \u201cESL and the Colonial Legacy: A teacher faces her \u2018Missionary kid\u2019 past\u201d, the author deals with Vandrick\u2019s childhood experiences as a child of Christian missionaries in India. Reflecting upon her childhood experiences, she connects those experiences with her choice of becoming an English teacher. For instance, she notes that for many ESL teachers, the West, more specifically, the United States, has become the reference point.\u00a0 In the light of postcolonialism, Vandrick concludes that teachers need to be aware of the impact of the colonial history on their teaching and perception of learners.<\/p>\n Certain concepts and their associations differ in various contexts. Chapter 3, \u201cTea and TESOL\u201d, traces the complex underlying meanings of tea and its relationships with TESOL. Vandrick starts with the implications of tea in her personal life and literary discoveries. For instance, while in her childhood, tea had connotations of femininity, collectivism and community, some of the literature presented tea as colonial legacy, power, and luxury. She concludes that, ESOL students also come with their own conceptions of tea drinking traditions and links her experiences with the privilege ESOL students studying in the United States.<\/p>\n Chapter 4, \u201cShifting sites, shifting identities: a 30-year perspective\u201d, is a revised version of an essay published in Vandrick (2006). Touching on both positive and negative aspects of both herself and her institution, the University of San Francisco (USF), Vandrick illustrates the identity construction of the program, faculty and students from the perspective of the privilege. Different people play important roles in different stages of our lives.<\/p>\n In Chapter 5, \u201cFathers and mentors,\u201d the author not only discusses her own father who supported her, but also her academic fathers\u2019 that helped her throughout her academic career. She concludes the chapter by acknowledging the link between these kinds of mentorships and the concept of privilege as follows: \u201cThroughout academe, there is still much to be done regarding equity of women, minorities, and less-established academic fields . . . . Although much of what needs to be done can only be done at the societal and institutional levels, we as individuals can also press for change\u201d (pp. 79, 80).<\/p>\n The balance between work and family in the lives of women in academia is one of the most discussed topics in academic circles. In Chapter 6, \u201cGender, class and the balanced life\u201d, the author deals with this issue exemplifying the life of one of her Korean graduate students, Valerie.\u00a0 After problematizing the works on and the issues of gender, class and the privileges in different cultures (e.g., European versus American, etc.) as well as different fields (e.g., TESOL versus<\/em> composition) she concludes the chapter by stating that there is still a clear divide between the privileges of men and women. Another controversial issue, sexual identity, is explored in chapter 7, \u201cSexual identity and education\u201d. By reflecting on such issues as privileges imposed by cultural differences, gender identity, religion and social class, Vandrick advocates for lesbian, gay, bisexual and transgender people.<\/p>\n The very act of writing most of the time gives privilege to people. The next two chapters, Chapter 8, \u201cOn beginning to write at 40\u201d, and Chapter 9, \u201cThe power of writing groups\u201d, explores the issues surrounding research and writing that gives privileges to some people in academia. In Chapter 8, Vandrick reflects on her own experiences of writing and concludes by calling her women colleagues not to be intimidated but to publish their work in spite of their ages. Chapter 9 takes on the issue of writing from a more general point of view by focusing on writing groups. By elaborating on different types of groups such as online versus in-person groups, and long-term versus short-term groups, she concludes with her own reflections as an \u201caging educator\u201d in the TESOL field.<\/p>\n Vandrick closes the text with questions for reflection and discussion to allow teacher-learners to check their own comprehension of issues discussed in the book and help facilitate discussions in teacher training programs. \u00a0Mixing the theory with personal experience, Vandrick fills a gap in the area of language teacher education. It is full of useful information compiled through years of teaching and learning in the teaching profession.<\/p>\n Vandrick, S. (2006). Shifting sites, shifting identities: A thirty-year perspective. In P.K. Maksuda, C. Ortmeier-Hooper, & X. You (Eds.), Politics of second language writing: In search of the promised land <\/em>(pp. 280-293). West-Lafayette, IN: Parlor Press.<\/p>\n Reviewed by<\/strong>References<\/h3>\n
\nNur Yigitoglu
\nOkan University, Istanbul, Turkey
\n<nuryigitioglu<\/span>gmail.com<\/span>><\/p>\n