The Roll of Institutional Context and Time In Teacher Education.

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Name: Zarna Bhatti

Roll No.: 5

Enrollment No: PG15101005

Email Id: zarnabhatti10@gmail.com

Assignment Topic: The Roll of Institutional Context and time in Teacher

Education.

Submitted: Smt S.B Gardi Department of English Maharaja Krishnakumarsinhji

 Bhavnagar University.

Year: 2015-2017

Introduction:

Second Language Teacher Education: Unit:4, ch:10- by Freeman. Freeman's

view about Second Language(L2), the gap between teacher education and 

knowledge construction, different strategies of teacher education and role of 

Institute and time.

What is Second Language Teacher Education?

Second Language(L2) Teacher Education describes the Field of Professional

 activity through which individuals learn to teacher L2. (As per Freeman's view)

 Second Language teacher education (SLTE) is book by C.Richards and David

 Nunan. In this text they provides a detailed about current approaches to the

 education of second language. Teacher education is also connected with 

teacher  development.

Formal Activities are generally referred to as teacher training. Experienced 

teacher, individual basis are referred to as teacher development. The shifting

 ground of terminology has plagued L2 teacher education for at least the past 30

 years. The four-word concept has tended to be an awkward integration; as per

 relative emphasis has shifted the focus among these four words has migrated

 from thus capturing the evaluation in the concept of L2 teacher education in the  field.

Here content is second language, person is the teacher and process of learning 

means ultimate goal of the learning process is education.(Freeman's view)

The field of teacher education is a relatively under-explored one in both Second 

and Foreign language teaching. The Literature on teacher education in language

 teaching is slight compared with the literature on issues such as methods and

 techniques for classroom teaching.- Richards and Nunan 1990. 

In teacher education role of time and place are very important tools. These are

basic things in teacher education they are necessary part of any educational

 field.

Institution is very important and basic step of education because from the very 

beginning institution plays a vital role for learner as well as teacher. Time is also

 another important step; because of time teacher and learner both learn 

something.

They three are connected with each other, now we deeply understand that how

 institution and time are imortant in teacher education.

The Role of Institutional Context:

Firstof all what is institute?

Institute is a kind of organization having a particular purpose; another meaning 

is place for advanced learning. (Encarta Dictionary)

Prior knowledge in teacher education has lead directly to serious 

reconsideration of the role of institutional context in learning to teach clearly 

teacher-learners's idea about teaching stem from their expeiences as students in 

the context of schools; similarly their new practices as teachers are also shaped 

by these institutional environments. One big question is;

What is the role of schools in learning to teach?

What is the role of institute in education system?

Answer of these question is – institutional environments can shape impede, 

encourage, or discourage new teachers. Classrooms, Students and Schools have

 been seen as seating practice in which teacher-learner can implement what they

 are learning or have learned in formal teacher education.In teacher education 

teacher-learner learn how to teach; in institutional context teacher learn and teach both

 the things together. Role of the institution has been much more central.

As researchers have looked at schools are more effective than others. Institute is 

organized within a defined set of formal and informal beliefs, values, roles, and

 behaviors. Institute is mixture of so many things main is sociocultural forces and values

 are also a part of institutions.

An institution therefore refers to:

 1) The setting of the activity- design, location and 

anything that is removed from that many influence.

 2) The structure of the activity- the various restrictions that are added to or removed to activity is organized. 

3) An attitude of the members- the various policies, rules, roles, hierarchies of the members.

 4) In role of institutional context teacher education inplace Freeman and other thinkers gave examples and exemplified the things;

For example: in the late 1980s drawing on work in the sociology of education, 

researchers began to investigate the notion of schools as ‘technical cultures’ (Rosenholtz 1989) Kleinsasser and Sauvignon 1992: 293 define these cultures as; 

 

“the processes designed to accomplish an organization’s goals and determine how work 

is to be carried out”. This research as well as other work in teacher cognition has helped

 to establish that learning to teach is not simplified a matter of translating ideas 

encountered in teacher education setting into the classroom. (Freeman and other researchers’ idea)

Clark and Peterson 1986 they talk about TESOL

TESOL: Teaching English to Speaker of Other Language.

Main two types of institutes I) Formal institute and II) Informal institute. 

 

1. Formal institutions: Are defined by the agenda, mission, statement, objectives,

 values and behaviors of the business, service or organization. These are generally set out

 by a code of ethics and behaviors that can be used to measure the outcome of the 

institution; these institutions….

Provides the role of the business, service or organization within society for this

information questions are also related with this that what is its role?

-Defines the way business, service or organization functions within society when how 

does it doThird is about business that is boundaries of the organization when does it do 

it?

- Defines the role of the members in institute who does what?

This all factors are related with context of place in education. Process of 

institutionalization starts within our family, we can plan and work toward future and 

those institutions are a part of the background. The amount of restrictions in the person’s 

life depends on the institutional care as well as the skills and resources of the service or 

educational institute.

Goff man acknowledge that the concept of a “ total institution” is a concept only that 

institutions can never be total but can be positioned on a continuous from open to closed.

 Goff man uses the term “institution” to describe the building, the idea of 

institutionalized context is observed by Goff man and other researchers as well.

‘It is also interesting that a person is not considered institutionalized where the

 experiences and outcomes of the institutionalized care are positively valued.’

 

2. Informal institutions:

 It allows the members or groups to function within the organization. These kind of 

institutions may according what the members do within the organization. These 

institutions are informal because they are more about the way these members and the 

groups interact with each other rather any formal policies, rules or regulations.

These informal institutions could also be described as the social systems of organization 

or community.

- Departments

- Divisions

-Policies

The institutions of each layer also determine the way community functions within

society. Institutional project which engage an entire school or academic department in 

rethinking and reworking all aspects of its work or once which link schools tend to adopt 

a systemic approach to schools tend to territory teacher education institutions in 

professional development and educational change. (Fullan-1991-93) 

 

These initiatives are predicated on the notion that teacher educational change, because of 

this education field achieves their goals.

This change holds that no single, discrete entity can be fully understood apart from 

complex whole of which it is an integral part.

The whole concept provides the context without which ourknowledge of the part is 

necessarily limited, (Clark-1998:64) concept of school and social process of schooling 

this entire process, and idea given by (Freeman and Johnson. 1998) 

 

The Role of Time:

In second Language Teacher Education role of time is another important tool. 

Appropriate time for teacher learner is three year. In this time teacher-learner 

learns so many things. This three are basic year of teacher education. Freeman and 

other scholars idea are presented here; If school as institutions provide teacher 

education with a context in space, teacher-learners’ personal and professional lives

offer a similar context in and through time. Here researchers’ talk about prior to

the work of Lortie(1975) and others, the nation of teachers’ professional life spans 

was not a major concerns. Major research and conceptualizations by Berliner 

(1986), Huber man (1993) and others served to establish the concept of professional 

development throughout a teacher’s career. This concept definite stage in the 

development of knowledge and practice. It is clear that at different stages in their 

careers, teacher have different professional interests and concerns. 

 

For example: this research shows novice teacher

Novice teacher means those who have less than three year classroom experience. Those

novice teachers tend to be concerned with carrying out their image by managing the 

classroom and controlling student. 

 

On these concerns another expert teachers tend to concern themselves with the purpose 

and objectives of their teaching and how they may be accomplishing them.Expert teacher 

means those who have five or more than five year’s experienced in classroom. One of 

the basic contexts of teacher education is time also, in that many things are necessary in 

the role of time; strategies of reflection, self-assessment, inquiry, and particular research 

may be more suited for these learners of teaching.

Conclusion:

In time between specific needs and broad professional development. In place between 

the school and teacher education institution here main point in knowledge between what

teacher learners believe and what should they know. That will always be central in the

provision of teacher education providers of teacher education can account of time, place 

and prior knowledge in their programme designed so in teacher education context of 

time and place both are very important steps.

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"A Tempest as a Postcolonial Text" - By Aime Cesaire

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Name: Zarna Bhatti

Roll No.: 5

Sem: 3

Email Id: zarnabhatti10@gmail.com

Paper Name: Postcolonial Literature

Assignment Topic: “A Tempest” as a Postcolonial Text.

Year: 2015 to 1017

Enrollment No.: PG15101005

Submitted : S.B.Gardi Department of English MKBU.

Introduction about Author:

Aime Cesaire was born in 26^th June, 1913. Aime Cesaire was a

 Francophone and French poet. He was “One of the founders of the

negritude movement in works as Une Tempete, a response to

 Shakespeare's play The Tempest, and Discours sur le colonialism 

an essay descring the strife between the colonized. His works have

 been translated into many languages.

First of all let's we will understand Introduction of Colonialism.

 Colonialism means The policy or practice of equiring full or partial

political control over another country, exploding it economically.

Colonialism: Conquest + Control.

Postcolonial Literature:

Is a study on the effect of colonialism on cultures and societies. 

Concerned with both how European nations conquered and 

controlled.

“Third Word” Culture and how these Europeans have since 

responded to resisted those encroachments. 

 

The Meaning of The Third World:

Third World: The countries of Africa, Asia and South America are 

some times reffered to all together as The Third World, especially 

those parts that are poor do not have much power and are not 

considered to be highly development compare First World.

Defination of post colonialism:

 Post colonialism is the study of the legacy of the era of European, and sometimes 

American, direct global domination, which ended roughly in the mid-20th century, and 

the residual political, socio-economic, and psychological effects of that colonial history. 

Post colonialism examines the manner in which emerging societies grapple with the 

challenges of self-determination and how they incorporate or reject the Western norms 

and conventions, such as legal or political systems, left in place after direct 

administration by colonial powers ended. Ironically, much early post colonial theory, 

with its emphasis on overt rejection of imposed Western norms, was tied to Marxist 

theory, which also originated in Europe. Contemporary studies focus more on the effects 

of postcolonial globalization and the development of indigenous solutions to local needs.

The rise of modernism in the late nine-tenth century concided with

 the dawn of what way called the “New Imperialism” from the 

1880s onwards.

We cannot dismiss either the importance of formal decolonisation or 

the fact that unequal relations of colonial rule are renscribed in the

 contemporary imbalances between 'first' and 'third' word nations.

 The new global order does not depend upon direct rule. However, it 

does allow the economic, cultural and political penetration of some

countries by others. This  makes it debatable whether once-

colonised countries can be seen as properly 'Postcolonial'.

“A Tempest as a Postcolonial Text”

A Tempest by Aime Cesaire was originally 

published in 1969 in French by editions du seuil in Paris. A Tempest

 is the third play in a trilogy aimed at advancing the tenets of the 

negritude movement.

It is written as a postcolonial response to The Tempest by William

 Shakespeare. The Tempest by William Shakespeare. The story is

 the same:

- a big storm,

- an angry Duke who has been usurped by his brother.

- all the devoted courtesans,

- and the natives.

This play deals mostly with the natives, Ariel and Caliban.

It is Cesair's common on the colonization of the “New World”. He

has many of the same ideas are C.L.R. James and Franz Fanon, and

 he has inspired newer Caribbean writing like Michelle Cliff.

A Tempest is a postcolonial revision of Shakespeare's The Tempest

 and it draws heavily on original play:The cost of character is for the

most part, the same , and the foundation of the plot follows the

 same basic premise.

• Prospero has been exiled and lives on a secluded island, and he 
  
  
  drumsup a violent storm to drive his daughter's ship
  
  
   ashore.The island,however is some where in the caribbean ,
  
  
   Ariel is Mulatto slave and Caliban is a black slave.
  
  
  A Tempest focuses on the plight of Ariel and caliban-the never 
  
  
  ending quest to gain freedom from prospero and his rule over
  
  
  the island. 
  
  
   
  Ariel, dutiful to prospero, follows all orders given to him and 
  
  
  sincerlly believes emancipation. Caliban, on the other hand,
  
  
  slights prospero at every opportunity.
  
  

In the first act:

“ Caliban greets prospero by saying “Uhuru!”, the Swahili word for

 “Freedom”. Prospero complains that Caliban often speaks in his 

native language which prospero has forbidden.

• Caliban, generally viewed as an almost archetypal 
  
  
  represntation of the third world colonized subject originated in
  
  
   Shakespeare's The Tempest.

Despite the character's minor role in the play, Caliban has gained

 critics
interest due to his subsequent re- contextualize within

postcolonial contexts.

Initially, the figure of Caliban was read as the symbol of primitive 

humanity, a degenerated character exhibiting greed, lawlessness 

and lust. In his development up to mid 20^th century, Caliban

symbolized the Third world as imagined by Europe to justify 

colonialism.

Conversely, in third world countries, this character has developed 

into a positive symbol of the Third World a view that high lights the

 implacable spirit of Caliban against Prospero's subjugation.

The reiterations of Caliban as a symbol of the Third World can be 

found not only in a dramatic work, such as in Aime Cesare's A 

Tempest but also in psychological and political treatises, such as

those written by Octavio Mannoni and Fernando Retamar. It is 

interesting to situate the proces of Caliban's surrogation within the 

realm of postcolonial theory.

• Postcolonial theory has raised some problematical definitions 
  
  
  and articutions due to the ambiguities of the term itself.
  
  

Taken literally, the term may mean theory after colonialism, 

culterally and economically varous forms of neocolonialism

. 

Secondly, if postcolonial theory is understood as theory written

 after colonialism, it contradicts the fact that many postcolonial

works were written during the colonial period.

• Bill Ashcroft defines postcolonial theory as; “That dynamic of 
  
  
  opposition, the discourse of resistance to colonialism which
  
  
   begins from the first moment of colonization.
  
  

I most definitely do not mean after colonialism because that would

be to suppose an end to the imperial process”.(163)

Ashcroft's definition of postcolonial theory anticipates the above

reductive meaning and generally accepted since it denotes that

colonialism is still at work and that postcolonial theory has been 

written in resistance to colonialism. One key postcolonial issue

 concerns the matter of identity. These various concepts of identity

 indicate that, like the Caliban figure, the formulation of identity in

 postcolonial theory cannot escape from the process of surrogation.

During their argument, (between Caliban and Prospero), Caliban

tells Prospero that he no longer wants to be called Caliban;

Caliban: Put it this way: I'm telling you that from now on I won't 

answer to the name Caliban.

Prospero: What put that notion into your head?

Caliban: Well, Caliban isn't my name. It's as simple as that.

Prospero: It's mine, I suppose!

Caliban: It's the name give me by hatred and every time it's spoken

 it's an insult.

Prospero: My, how sensitive we're getting to be! All right, suggest 

something else, I've got to call you something what will it be? 

Cannibal would suit you, but I'm sure you would not like that, 

would  you?

Let's see, what about Hannibal? That fits. And why not.......they all

 seem to like historical names.

These conversaton between Caliban and Prospero is very important

 for postcolonial aspect,also shows postcolonial issue of identity,

 Caliban's character which also shows relationship between master 

slave almost same way like in; Colonialism: Colonizers and 

Colonized.

Cesaire very beautifully described colonial-postcolonial situation 

through text. Especially conversation between Caliban and

 Prospero; through them Cesaire gave us point of view about

colonial- postcolonial situation. Here, these dialogue shows us that

 type of situation which accrue in that prove this point.

Caliban: And that's why you will stay just like those guys who 

founded the colonies and now can't live anywhere else.

You're just an old colonial addict, that's what you are!

Near the end of the play, Prospero sends all the lieutenants off the

island to procure a place in Naples for his daughter Miranda and

her husband Ferdinand. When the fleet begs him to Prospero 

refuses and claims that the island cannot stand without him; in the

 end, only he and Caliban remain.

Conclusion:

We would critically analyze Caliban as a character not as a class of 

slaves, we therefore argue that who feel marginalized the play from

 Feminist critics the character of Miranda and from the perspective

 of postcolonial critics the character of Caliban. But the loophole is

 that just to quote Miranda and her speeches or a faulty perception

 of Caliban’s character in order to acclimatize with the feminist or 

post-colonial theory kills the beauty of totality of the play.

“The real tragedy of our postcolonial world is not that the majority 

of people had no say in whether or not they wanted this new world 

rather it is that the majority have not been given the tools to 

negotiate this new world”.

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