Critical Action Research Challenging Neoliberal Language and Literacies Education: Auto and Duoethnographies of Global Experiences
Editors: Antoinette Gagné, Amir Kalan, Sreemali Herath,
Peter Lang Publishing
About our book
This book is a collection of auto, duo and multi-ethnographies written by frontline language teachers and teacher educators in different parts of the world, including Asia, Africa, Latin America, and North America. These ethnographic accounts report how the authors mobilized different forms of action research to resist against neoliberal educational models and the profit-oriented principles by which they are run. The teachers involved in these projects write about a variety of ways in which they engaged with activist and critical research projects that highlight current socio-political movements, invite marginalized students’ communities into the process of teaching and learning, use language education as a means of identity negotiation, fight back institutional restrictions, and show how we can teach language for peace and happiness. The writers also explain how they have created an inquiry community to meet and support each other and used auto, duo or multi-ethnography as insiders to bring attention to their embodied knowledge of the challenges involved in contemporary neoliberal educational settings.
> Table of contents
Prologue
Antoinette Gagné
Introduction
1. Pathways to Challenge the Neoliberal Constriction of Education: An Introductory Multiethnography
Antoinette Gagné, Sreemali Herath & Amir Kalan
2. NCARE: A Network of Critical Action Researchers in Education – Processes & Realizations
Antoinette Gagné, Claudio Jaramillo & Yecid Ortega
Theme 1: Teacher Education
3. Criticality and Inclusivity in Teacher Education: A Personal Journey of Growth and Transformation
Sreemali Herath
4. (Re)Imagining EFL Language Teacher Education Through Critical Action Research: An Autoethnography
Andrés Valencia
5. Becoming a Critically Reflective Educator: An Autoethnography of Multiple Selves
Isabel Tejada-Sánchez
Theme 2: University or College Language Related Programs
6. Large Online Undergraduate Courses: The Demise of Critical Pedagogy?
Michelle Troberg & Amir Kalan
7. A Duoethnography of Critical Action Research: Resisting the Neoliberal Order of EAP Teaching in Higher Education
HeeJin Song & John McGaughey
8. Unbalancing Neoliberalism in the University Literacy Classroom: A Duoethnographic Experience
Nayibe Rosado Mendinueta & Jesús Guerra Lyons
9. Helping English Language Learners Negotiate Their Legitimate Academic English User Identities: A Critical Conversation Between a Language Learner and Her Teacher
Marlon Valencia & Elise Snaidero
Theme 3: Schools
10. Peace Education in High School English Language Teaching in Colombia
Yecid Ortega & Liliana Guarnizo
11. Deconstructing Everyday Language Pedagogies and Mobilizing Duoethnography as a Space for Critical Reflection
Adolfo Arrieta & Angélica Gómez
Theme 4: Community Education
12. Neoliberalism, Transformation, and Educational Imperatives in Tension: A Duoethnography of Collaboration and Contestation in a Tanzanian Community Library
Monica Shank Lauwo & Upendo Loth Mollel
13. An Autoethnographic Perspective on Mother Tongue-based Multilingual Education in India
Bapujee Biswabandan
14. Mobilizing Pedagogical Agency for Mother Tongue-based Bilingual Education (MTBE) in Ghana: An Autoethnography
Mama Adobea Adjetey-nii Owoo
Conclusion
15. Widening the Path to Challenge the Neoliberal Constriction of Language and Literacies Education: Our Concluding Multiethnography
Antoinette Gagné, Sreemali Herath & Amir Kalan
Epilogue
Where to Next?
Notes on Contributors
Authors commenting on their chapters
Chapter 1: Pathways to Challenge the Neoliberal Constriction of Education: An Introductory Multiethnography
Antoinette Gagné, Sreemali Herath & Amir Kalan
Chapter 2: NCARE: A Network of Critical Action Researchers in Education: Processes & Realizations
Antoinette Gagné, Claudio Jaramillo & Yecid Ortega
Chapter 3: Criticality and Inclusivity in Teacher Education: A Personal Journey of Growth and Transformation
Sreemali Herath
Chapter 4: (Re)Imagining EFL Language Teacher Education Through Critical Action Research: An Autoethnography
Andrés Valencia
Chapter 5: Becoming a Critically Reflective Educator: An Autoethnography of Multiple Selves
Isabel Tejada Sánchez
Chapter 7: A Duoethnography of Critical Action Research: Resisting the Neoliberal Order of EAP Teaching in Higher Education
HeeJin Song & John McGaughey
Chapter 9: Helping English Language Learners Negotiate Their Legitimate Academic English User Identities: A Critical Conversation Between a Language Learner and Her Teacher
Marlon Valencia & Elise Snaidero
Chapter 10: Peace Education in High School English Language Teaching in Colombia
Yecid Ortega & Liliana Guarnizo
Chapter 11: Deconstructing Everyday Language Pedagogies and Mobilizing Duoethnography as a Space for Critical Reflection
Adolfo Arrieta & Angélica Gómez
Chapter 12: Neoliberalism, Transformation, and Educational Imperatives in Tension: A Duoethnography of Collaboration and Contestation in a Tanzanian Community Library
Monica Shank Lauwo & Upendo Loth Mollel
Chapter 14: Mobilizing Pedagogical Agency for Mother Tongue-based Bilingual Education (MTBE) in Ghana: An Autoethnography
Mama Adobea Nii Owoo
Chapter 15: Widening the Path to Challenge the Neoliberal Constriction of Language and Literacies Education:
Our Concluding Multiethnography
Antoinette Gagné, Sreemali Herath & Amir Kalan