This edited collection brings to the forefront attempts to connect critical pedagogy and ELT (English Language Teaching) in different parts of the world. The authors in this collection write from their own experiences, giving the chapters nuanced understanding of the everyday struggles that teachers, teacher educators and researchers face within different contexts. Throughout the book, contributors connect micro-contexts (classrooms) with macro-contexts (world migration, politics and social issues) to demonstrate the impact and influences of pedagogy. In problematizing ELT and focusing on so-called peripheral countries where educators have created their own critical pedagogies to respond to their own local realities, the contributors construct ELT in a way that goes beyond the typical ESL/EFL distinction. This unique edited collection will appeal to teacher educators, in-service teachers working in the field as well as students and scholars of English language teaching, second language acquisition and language education policy.
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1 Introducing International Critical Pedagogies in ELT |
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1 | (16) |
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Part I Teaching Beyond Language |
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17 | (82) |
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2 "When I Came to Canada like I Heard Lots of Bad Stuff About Aboriginal People": Disrupting Settler Colonial Discourses Through English Language Teaching |
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19 | (40) |
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3 Critical Pedagogy in Saudi College EFL Classrooms Under the Neoliberal Economy |
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39 | (20) |
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4 A Filipino L2 Classroom: Negotiating Power Relations and the Role of English in a Critical LOTE/World Language Classroom |
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59 | (20) |
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5 The Intersections Between Critical Pedagogy and Public Pedagogy: Hong Kong Students and the Umbrella Movement |
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79 | (20) |
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Part II Dialoguing with Teachers |
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99 | (96) |
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6 "The Coin of Teaching English Has Two Sides": Constructing Identities as Critical English Teachers in Oaxaca, Mexico |
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101 | (24) |
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Edwin Nazaret Leon Jimenez |
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Alba Eugenia Vdsquez Miranda |
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7 Negotiating Gender and Sexual Diversity in English Language Teaching: `Critical'-Oriented Educational Materials Designed by Pre-Service English Teachers at a South African University |
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125 | (26) |
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8 Teachers Explore the Complexity of Learners' Lives through Ethnographic Proj ects |
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151 | (24) |
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9 Mapping Our Ways to Critical Pedagogies: Stories from Colombia |
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175 | (20) |
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Part III Questioning the Critical |
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195 | (90) |
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10 Educating English Language Teachers to Critical Language Awareness: A Collaborative Franco-Japanese Project |
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197 | (22) |
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11 Academic Language and Learning in an Australian Context |
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219 | (22) |
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12 `A Gin and Tonic and a Window Seat': Critical Pedagogy in Arabia |
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241 | (24) |
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13 Conclusion: Politicized Qualitative Research Methodology of Critical ELT Studies |
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265 | (20) |
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| Index |
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285 | |
Mario E. López-Gopar is Professor in the Faculty of Languages at the Universidad Autónoma Benito Juįrez de Oaxaca, Mexico. His main research interests centre around the intercultural and multilingual education of Indigenous peoples in Mexico. He has received over 15 academic awards. His latest book is Decolonizing Primary English Language Teaching (2016).
