Social Justice, Decoloniality, and Southern Epistemologies within Language Education
Theories, Knowledges, and Practices on TESOL from Brazil
Herausgeber: Tavares, Vander
Social Justice, Decoloniality, and Southern Epistemologies within Language Education
Theories, Knowledges, and Practices on TESOL from Brazil
Herausgeber: Tavares, Vander
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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.
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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.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 234
- Erscheinungstermin: 3. März 2023
- Englisch
- Abmessung: 234mm x 156mm x 16mm
- Gewicht: 531g
- ISBN-13: 9781032365008
- ISBN-10: 1032365005
- Artikelnr.: 66269694
- Verlag: Taylor & Francis
- Seitenzahl: 234
- Erscheinungstermin: 3. März 2023
- Englisch
- Abmessung: 234mm x 156mm x 16mm
- Gewicht: 531g
- ISBN-13: 9781032365008
- ISBN-10: 1032365005
- Artikelnr.: 66269694
Vander Tavares is a Postdoctoral Researcher in Education, Inland Norway University of Applied Sciences, Norway.
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 Brazil's Violent Past 2. Developing Critical Awareness of Indigenous
Languages and Cultures of Brazil in EFL Education: Children's 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, Conscientização,
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
1. Digging up our Stones of Shame: English Language Education and Memories
of Brazil's Violent Past 2. Developing Critical Awareness of Indigenous
Languages and Cultures of Brazil in EFL Education: Children's 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, Conscientização,
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
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 Brazil's Violent Past 2. Developing Critical Awareness of Indigenous
Languages and Cultures of Brazil in EFL Education: Children's 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, Conscientização,
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
1. Digging up our Stones of Shame: English Language Education and Memories
of Brazil's Violent Past 2. Developing Critical Awareness of Indigenous
Languages and Cultures of Brazil in EFL Education: Children's 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, Conscientização,
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