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020 _a9783032139290
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024 7 _a10.1007/978-3-032-13929-0
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100 1 _aJones, Roger Dale.
_eauthor.
_0(orcid)0000-0003-3731-1294
_1https://orcid.org/0000-0003-3731-1294
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_923548
245 1 0 _aReframing Global Poverty in Language Education
_h[electronic resource] :
_bGlobal Insights from EFL Textbooks and Teachers in Germany /
_cby Roger Dale Jones.
250 _a1st ed. 2026.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2026.
300 _aXXIV, 355 p. 2 illus., 1 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
341 0 _bPDF/UA-1
_2onix
341 0 _bTable of contents navigation
_2onix
341 0 _bSingle logical reading order
_2onix
341 0 _bShort alternative textual descriptions
_2onix
341 0 _bUse of color is not sole means of conveying information
_2onix
341 0 _bUse of high contrast between text and background color
_2onix
341 0 _bNext / Previous structural navigation
_2onix
341 0 _bAll non-decorative content supports reading without sight
_2onix
347 _atext file
_bPDF
_2rda
490 1 _aPalgrave Studies in Educational Media,
_x2662-737X
505 0 _aChapter 1: Introduction -- Chapter 2: Global Poverty and Foreign Language Education -- Chapter 3: Global Poverty as Complex Social Issue -- Chapter 4: Research Methodology -- Chapter 5: Global Poverty Education in German EFL Textbooks -- Chapter 6: EFL Teacher Perspectives on Global Poverty Education -- Chapter 7: Implications of the German Case Study -- Chapter 8: EFL Global Poverty Education: German Lessons for a Global Context.
506 0 _aOpen Access
520 _aThis open access book examines global poverty education in English as a Foreign Language (EFL) classrooms, with particular focus on Germany as a case study. Combining textbook analysis with teacher interviews, it uncovers dominant narratives of poverty representation and education, revealing moral and pedagogical framings that impact learning outcomes within the framework of Education for Sustainable Development and Global Citizenship Education. Beginning with an overview of international and national policy frameworks such as the Sustainable Development Goals, as well as of contemporary research and theory on Education for Sustainable Development in foreign language pedagogy, the book explores how English-language materials depict poverty through language, imagery, and intercultural narratives, as well as what educational aims they target. It problematizes these perspectives in light of contemporary research on the complex causes and solutions of global poverty, revealing tensions between educational intentions and empirical realities. Even well-meaning materials, it argues, can reproduce stereotypes, simplify global dynamics, or promote paternalistic and misleading worldviews. Drawing on insights and experiences of teachers, the study highlights the ethical and emotional challenges of addressing such issues in the classroom and calls for pedagogies that engage learners critically and empathetically. Finally, it uncovers the subtle cognitive, cultural, and moral biases that shape how poverty is framed in education, reflecting patterns that extend far beyond the classroom and carry implications for global understanding and responsibility. Integrating insights from global poverty research, foreign language didactics, sustainability studies, and critical pedagogy, Reframing Global Poverty in Language Education offers practical guidance for educators, researchers, and policymakers committed to fostering reflective and globally aware learners. Roger Dale Jones is Professor of English Pedagogy at the University of Klagenfurt, Austria.
532 8 _aAccessibility summary: This PDF has been created in accordance with the PDF/UA-1 standard to enhance accessibility, including screen reader support, described non-text content (images, graphs), bookmarks for easy navigation, keyboard-friendly links and forms and searchable, selectable text. We recognize the importance of accessibility, and we welcome queries about accessibility for any of our products. If you have a question or an access need, please get in touch with us at accessibilitysupport@springernature.com. Please note that a more accessible version of this eBook is available as ePub.
532 8 _aNo reading system accessibility options actively disabled
532 8 _aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0 _aEducation.
650 0 _aLanguage and languages
_xStudy and teaching.
650 0 _aMultilingualism.
_923549
650 0 _aTeaching.
650 0 _aEducational sociology.
_9243
650 1 4 _aEducation Science.
650 2 4 _aLanguage Teaching and Learning.
650 2 4 _aMultilingualism.
_923549
650 2 4 _aPedagogy.
650 2 4 _aSociology of Education.
_9246
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783032139283
776 0 8 _iPrinted edition:
_z9783032139306
776 0 8 _iPrinted edition:
_z9783032139313
830 0 _aPalgrave Studies in Educational Media,
_x2662-737X
856 4 0 _uhttps://doi.org/10.1007/978-3-032-13929-0
912 _aZDB-2-EDA
912 _aZDB-2-SXED
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