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El. knyga: Social Justice, Decoloniality, and Southern Epistemologies within Language Education: Theories, Knowledges, and Practices on TESOL from Brazil

Edited by (Inland Norway University of Applied Sciences, Norway)
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Social Justice, Decoloniality, and Southern Epistemologies within Language Education: Theories, Knowledges, and Practices on TESOL from BrazilDidesnis paveikslėlis
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With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives.



With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives.

The chapters showcase the work of teachers and teacher educators in confronting sociopolitical issues in Brazil, including in the domains of democracy, language education, and knowledge production, as well as prevailing issues within TESOL itself. Contributions stem from an eclectic range of analytical orientations that reflect ontological and epistemological diversity while demonstrating why, where, and how TESOL is done in Brazil. In doing so, this volume also establishes a place for Southern voices to be heard in the move toward challenging complex and long-standing issues of representation, marginalization, and exclusion that have traditionally characterised North-South relations in TESOL as a field.

This volume seeks to promote Southern-based conversations about decoloniality and social justice in TESOL and will be of direct relevance to graduate students, researchers, and scholars in the field of TESOL and foreign language education.

Recenzijos

"This book brings TESOL from Brazil out of the shadows it has been cast under by its own modernity/coloniality. Its chapters point to a local, post-abyssal perspective on English, hinting at how such situatedness can inspire other localities in their praxes with this language. A must-read, no doubt."

Clarissa Jórdćo, Federal University of Paranį, Brazil

"This exhilarating book seeks to delink language education in Brazil from the colonial and hegemonic ways of thinking and doing that have for so long defined the field. The chapters here make a compelling case for a decolonial approach."

Alastair Pennycook, Professor Emeritus, University of Technology Sydney, Australia

"This is an impressive and inspiring call to action for a decolonial approach to TESOL in Brazil. For those of us who have spent many years in Teaching English as an International Language, this collection is a timely reminder that there is still much more to learn from the Global South. Congratulations to the editor and contributors."

Brian Morgan, Senior Scholar, Glendon College/York University, Canada

Introduction Part I: Social Justice through TESOL for and from the South
1. Digging up our Stones of Shame: English Language Education and Memories of
Brazils Violent Past
2. Developing Critical Awareness of Indigenous
Languages and Cultures of Brazil in EFL Education: Childrens Literature as
an Entryway Part II: Decolonizing Constructions of TESOL Teacher Education
and Educators
3. Reconstructing Our Teacher Selves through Decoloniality and
Southern Epistemologies
4. Teacher Education Practices within Pibid:
De/Re/Constructing What It Means to Be an English Educator Part III:
Southern-Based Knowledges and Pedagogies
5. Critical Tasks in Brazil: Locally
Produced Epistemologies and Praxis
6. Affect and English Language Learning in
the Global South: Literature-based Teaching Plans created by Brazilian
Teachers Part IV: (Re)Imagining TESOL through Brazilian Perspectives
7.
Thinking ELT Otherwise: Lessons from Decoloniality
8. A Century of Paulo
Freire: Problem-Solving Education, Conscientizaēćo, Dialogue, and TESL from a
Freirean Perspective Part V: Confronting the Hegemony of the English Language
in Research and Teaching
9. Realigning Research Publication Practices in the
South: Going Beyond the "Must Publish in English" Controversy
10. Critical
Perspectives of Brazilian Teachers on English as a Lingua Franca: Rethinking
Teaching through Critical Pedagogy
11. African and Afro-Brazilian Cultural
Themes as Possible Paths Towards Decolonizing English as a Foreign Language
Education
Vander Tavares is a Postdoctoral Researcher in Education, Inland Norway University of Applied Sciences, Norway.
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Pastovi nuoroda: https://www.kriso.lt/db/97810008359532e.html
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