"This collection sits at the intersection of transnationalism, queer studies, and feminist theories, bringing refreshing perspectives on transnational language teaching and teacher education by amplifying voices from the Global South. Spanning the transnational ELT field, its pedagogical, theoretical, and empirical inquiries cover K-16+ settings across Australasia, Africa, and the Americas. Creating a critical and dialogic space to re-think the challenges and agency, struggles and growth of language teachers' transnational identities, contributors cover topics from translingual identity and critical pedagogy to diversity advocacy and collaborative policymaking"-- Provided by publisher.
This collection sits at the intersection of transnationalism, queer studies, and feminist theories, bringing refreshing perspectives on transnational language teaching and teacher education by amplifying voices from the Global South. Spanning the transnational ELT field, its pedagogical, theoretical, and empirical inquiries cover K-16+ settings across Australasia, Africa, and the Americas.
Creating a critical and dialogic space to re-think the challenges and agency, struggles and growth of language teachers' transnational identities, contributors cover topics from translingual identity and critical pedagogy to diversity advocacy and collaborative policymaking. As well as restorying the transnational identities of language teachers and teacher educations from the global south, this is a collective study in disrupting binarisms and rehumanizing pedagogy and research in global academia.
A collective study in disrupting binarisms and rehumanizing pedagogy and research in global language teaching and teacher education.
Arvustused
'In a scholarly world where only certain voices are amplified, the editors of Humanizing Language Teaching and Language Teacher Education in Transnational Spaces have accomplished something remarkable: bringing together diverse personal, professional, and scholarly perspectives that foreground equitable, sensitive, and responsive pedagogies. I read this collection with great interest, appreciating how each chapter illuminates humanizing approaches to language education across varied contexts. I highly recommend this volume to teachers, researchers, pracademics, and all language education stakeholders, who will find insights that resonate with their realities and expand their understanding of how humanizing practices can take shape in their contexts.' * Leonardo Veliz, University of New England, Australia * 'Humanizing Language Teaching and Teacher Education in Transnational Spaces is a timely and vital contribution to the field. The editors and contributors bring together powerful narratives, autoethnographies, and critical reflections that foreground practitioner voices across transnational, intercultural, and marginalized contexts. By weaving together perspectives often silenced in mainstream scholarship, the volume advances a vision of language teaching and teacher education as deeply humanizing, relational, and transformative work. This book will inspire scholars, practitioners, and policymakers alike to reimagine the profession with justice, equity, and solidarity at its core.' * Luis Javier Pentón Herrera, VIZJA University, Poland * 'Identity politics and rights discourses have generated a much-needed appreciation of the voices and values of minoritized students and teachers in language education. However, these negotiations and struggles have also been stressful to everyone. What we need are humanizing approaches that cultivate healing and mutual care among groups in social and educational spaces. The authors in this collection write from personal experience to humanize language education relationships and practices.' * Suresh Canagarajah, Penn State University, USA * 'This volume takes the already empirically understood perspective that language teacher identity affects classroom practices and brings it to todays transnational world while also providing insight into the potential of where our field could move tomorrow. By bridging the traditional researcher-practitioner divide, the pracademic contributors of this volume illustrate through empirically-grounded tools how educators lived experiences shape their pedagogical legacies, whether it is being Global South-based in an historically Global North-focused field, queer among assumed heteronormativity, or ethnically diverse in a predominantly white-defaulted educational space.' * Drew Fagan, University of Maryland, USA *
Muu info
A collective study in disrupting binarisms and rehumanizing pedagogy and research in global language teaching and teacher education.
Foreword
An introduction to the Volume, Rashi Jain (Montgomery College, USA), Julian
Chen (Curtin University, Australia), Ethan Trinh (Atlanta Global Studies
Centre, USA)
Part I Humanizing Language Teaching in Transnational Spaces
1. Tensions of the "I": Autoethnographic Reflections of a
Teacher-Researcher's Struggle with Identity Work, Imdad Ullah Khan
(University of Swat, Pakistan)
2. From EFL to ESL: A Self-Study-Autoethnography of a Native English
Speaking Teachers Translingual-Transnational Identity-as-Pedagogy, Jared
Michael Kubokawa (Michigan State University, USA)
3. Desde Nepantla, Hacia la Solidaridad: An Autohistoria-Teoría of Critical
Pedagogies and Methodologies Towards Intersectional Solidarities Across
Borders, Rita Kamani-Renedo (Stanford University, USA)
4. Transgressing Norms: Queering and Resisting Gender Identity Norms in
University ESL Classrooms through Feminist Pedagogy, Anastasia J. Khawaja
(University of South Florida, USA) and Sophia Escalante (University of South
Florida, USA)
Part II Humanizing Language Teacher Education in Transnational Spaces
5. My Body is a Political Stance: Critical Love as a Trans-Formation in the
Brazilian ELT Context, Bruno Andrade (Federal University of Rio de Janeiro,
Brazil) and Ethan Trinh (Atlanta Global Studies Centre, USA)
6. Teaching Away from Home: Understanding African Transnational Teachers'
Experiences at a North American University, Edwin Dartey (Pennsylvania State
University, USA)
7. Very, very small, almost negligible Practices: Perspectives and
Experiences of EFL Teacher Educators on the Role of Humanizing Pedagogy in
the Global South, John Chi (University of Maryland, USA)
8. Collaborative Approaches to Transnational Language Education Policies and
Practices in Three Indigenous Contexts Across the Global North and Global
South, Claudia Gutiérrez (Universidad de Antioquia, Columbia), Shayla R.
Chatto (University of Washington, USA) and Camille Ungco (University of
Washington, USA)
The Conclusion to the Volume, Rashi Jain (Montgomery College, USA), Julian
Chen (Curtin University, Australia), Ethan Trinh (Atlanta Global Studies
Centre, USA)
Rashi Jain is Professor of English Language for Academic Purposes in the Department of ELAP, Linguistics and Communication Studies at Montgomery College, USA. Julian Chen is Associate Professor of Applied Linguistics/TESOL and Course Coordinator of Asian Languages at Curtin University, Australia. Ethan Trinh is a Vietnamese, queer, multilingual leader, researcher, and teacher educator and currently serves as an Associate Director at Atlanta Global Studies Center, USA.
