Words & Voices

NCARE @ University of Manitoba: NCARE website and book launch: "Critical Action Research: Challenging Neoliberal Language and Literacies Education"

Presentation at the Faculty of Education at the University of Manitoba, Manitoba, 2023

Sreemali Herath, Antoinette Gagné, Amir Kalan, Claudio Jaramillo, John McGaughey, Nayibe Rosado Mendinueta, Yecid Ortega, Adolfo Arrieta, Mama Adobea Adjetey-Nii Owoo presented on March 8, the edited collection entitled ‘Critical Action Research Challenging Neoliberal Language and Literacies Education: Auto and Duoethnographies of Global Experiences' and launched the NCARE website for open access.

During the book and website launch, the editors discussed and exchanged viewpoints about the importance of critical action research in expanding teachers' teaching methods in their classrooms, the challenges that educational systems face in contesting neoliberalism, and the use of auto, duo, and multiethnography as a means of amplifying marginalized voices and promoting dialogue within communities that challenge the strict publication standards of the market. Following the launch, there was a Q&A session and discussion among the panelists and the audience about the impact of critical action research in resisting the neoliberalization of education in various parts of the world, including Canada, Korea, Ghana, Chile, and Iran, Irlanda and Colombia.

•Video Taken from the Plurilingual Lab YouTube channel.

Online Book Launch of Critical Action Research: Challenging Neoliberal Language and Literacies Education

Presentation at McGill University,

Plurilingual Lab

Date: December 15, 2022

Antoinette Gagné, Amir Kalan, Sreemali Herath, HeeJin Song, John McGaughey, Claudio Jaramillo, Mama Adobea Ni-Owoo, Andrés Valencia, Monica Shank Lauwo, and Marlon Valencia presented on December 15, at the @Plurilinguallab Speakers Series at McGill University the edited collection entitled ‘Critical Action Research Challenging Neoliberal Language and Literacies Education: Auto and Duoethnographies of Global Experiences'. The book relaunch was followed by dialogue among the panellists and the audience about the implications of critical action research to contest the neoliberalization of educational terrains in diverse parts of the world, including Canada, Korea, Sri Lanka, Colombia, Tanzania, Ghana, Chile and Iran.

Critical Action Research: Challenging Neoliberal Language and Literacies Education

Presentation at OISE, University of Toronto, 2022

Antoinette Gagné, Amir Kalan, Sreemali Herath, HeeJin Song, Claudio Jaramillo, Mama Adobea Ni-Owoo and Bapujee Biswandan presented on November 16, the edited collection entitled ‘Critical Action Research Challenging Neoliberal Language and Literacies Education: Auto and Duoethnographies of Global Experiences'. The book was introduced by the editor, who addressed the role of critical action research to amplify teachers’ repertoires in their classrooms, neoliberalism as a complex terrain with which educational systems struggle and the role of auto, duo and multiethnography as a voice amplifier and dialogical technique of and for the communities defying the rigid market canons for publications. The book launch was followed by a round of questions and discussion among the panellists and the audience about the implications of critical action research to contest the neoliberalization of educational terrains in diverse parts of the world, including Canada, Korea, Ghana, India, Chile and Iran.

APA7: Gagné, A., Ortega, Y. Herath, S. Kalan, A., Jaramillo, C. (2021). NCARE - A Network of Critical Action Researchers in Education: Processes & Realizations Symposium, CSSE/CAARE, London, ON.

NCARE-A Network of Critical Action Researchers in Education: Processes & Realizations.

Presentation at CSSE/CAARE, 2021

Abstract

The panelists will describe the genesis, evolution and realizations of our international network/community of practice for language and literacy educators that began in 2014 and meets monthly with face-to-face and online options. Using case study methodology, we collected data from multiple sources including interviews of network members, video recordings of online meetings and more. Various types of analyses were conducted such that we will highlight the patterns of participation of network members, the nature of interactions between members during our monthly online meetings and beyond as well as the changing nature of topics discussed at meetings and the evolving focus of each member’s critical action research. We use an Intersectionality lens (Hankivsky, 2014) to consider our divergences and convergences as a community as well as the topics we explore through action research and the products of our work. Using different frameworks including the Community of Practice (Wenger-Trayner, 2018) and the essential features of networks outlined by Rincón-Gallardo and Fullan (2016), we will explain how NCARE - the Network for Critical Action Researchers in Education - has offered situated, social and distributed learning experiences to support the growth of network members through critical action research and opportunities to share findings.

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