This open access book provides practical and theoretical perspectives for thinking about and promoting activism in language teaching and language teacher education.
Featuring work from a range of global contexts, this edited volume showcases the innovative ways language education professionals engage in and embrace activism. Contributions detail practices and pedagogies to foster curricular innovation and activist stances within teacher education, professional development, and language teaching. Collectively, these chapters illuminate how educators engage with and enact activism to forge an equitable and socially-just education landscape.
Readers will find theoretical frameworks and practical approaches to catalyze both reflection and action towards social change in language education.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.
Arvustused
An outstanding contribution to activism in language education which seeks to extend the vital conversation within our field. -- James Coda, University of Tennessee, USA In times of uncertainty and insecurity fostered by neoliberal policies that depoliticize and reduce teacher roles as technicians and knowledge transmitters, this book may serve as a resource for teachers and teacher educators who need social/emotional/mental support when they feel the urge to fight back discriminatory, anti-democratic, and oppressive policies and practices. This book will inspire teachers and teach educators that there is always a better option, decision, and action given that they keep fighting back social, economic, educational, and linguistic injustice. -- Ufuk Keles, Bahcesehir University, Turkey
Muu info
Showcases the activism of language educators and envisions possibilities for developing and sustaining activist pedagogy for educational equity and justice.
List of Figures
List of Tables
List of Contributors
Series Editor Foreword
Introduction: Understanding Activism in Language Teaching and Language
Teacher Education, Amber N. Warren (Vanderbilt University, USA) and Natalia
A. Ward (East Tennessee State University, USA)
1. Transforming Language Teachers into Agents of Social Change in Türkiye,
Adnan Yilmaz (University of Stirling, UK), Deniz Ortaçtepe Hart (University
of Glasgow, UK) and Servet Çelik (Trabzon University, Türkiye)
2. A Case Study of Pre-Service Teachers Activism in Teacher Certification
Program in Indonesia, Mateus Yumarnamto (Universitas Katolik Widya Mandala
Surabaya, Indonesia)
3. Teacher Educator Narratives on a Course Design to Motivate EFL Pre-Service
Teachers for Activism, Isil Günseli Kaçar (Middle East Technical University
(METU), Turkey) and Ayse Kizildag (Aksaray University, Türkiye)
4. Challenging Monolingual Language Ideologies in Teacher Education, Heather
Linville (University of Wisconsin LaCrosse, USA)
5. Designing Activist Curricula for Language Arts Using Indic-Centric
Multicultural Childrens Literature, Howard L. Smith (University of Texas San
Antonio, USA) and Kalpana Mukunda Iyengar (University of Texas San Antonio,
USA)
6. Embracing and Empowering Activism in Pre-Service Teacher Education in
Switzerland, Laura Loder Buechel (Zurich University, Switzerland)
7. Teacher Activism in the Language Education of Adult Migrants to the UK,
Michael Hepworth (University of Sunderland, UK) and Robert Peutrell
(Independent Scholar, UK)
8. Teacher Perspectives on the Foundations of Practice Projects Model for
Learning to Teach Refugee and Immigrant Students, Lynn Rochelle Daniel
(Tolleson Union High School District, Arizona, USA) and Marissa Winmill (Kent
School District, Washington, USA)
9. Filipino Language Teacher Activism from in-the-Classroom Critical Pedagogy
to out-of-the Classroom Creative Resistance, Juland Salayo and Jonathan
Vergara Geronimo (University of the Philippines-Diliman, Philippines)
10. Rethinking Language Teacher Activism for Emergent Bilinguals from
Intersectional and Assemblage Perspectives, Jihea Maddamsetti (Old Dominion
University, USA)
Conclusion: Future Directions for Research and Practice, Amber N. Warren
(Vanderbilt University, USA) and Natalia A. Ward (East Tennessee State
University, USA)
Index
Amber N. Warren is Associate Professor at Vanderbilt University, USA.
Natalia A. Ward is Associate Professor at East Tennessee State University, USA.
