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.

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> 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

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