Full Description
This collection sits at the intersection of transnationalism, queer studies, and feminist theories, bringing refreshing perspectives on transnational language teaching and teacher education by amplifying voices from the Global South. Spanning the transnational ELT field, its pedagogical, theoretical, and empirical inquiries cover K-16+ settings across Australasia, Africa, and the Americas.
Creating a critical and dialogic space to re-think the challenges and agency, struggles and growth of language teachers' transnational identities, contributors cover topics from translingual identity and critical pedagogy to diversity advocacy and collaborative policymaking. As well as restorying the transnational identities of language teachers and teacher educations from the global south, this is a collective study in disrupting binarisms and rehumanizing pedagogy and research in global academia.
Contents
Foreword
An introduction to the Volume, Rashi Jain (Montgomery College, USA), Julian Chen (Curtin University, Australia), Ethan Trinh (Atlanta Global Studies Centre, USA)
Part I Humanizing Language Teaching in Transnational Spaces
1. Tensions of the "I": Autoethnographic Reflections of a Teacher-Researcher's Struggle with Identity Work, Imdad Ullah Khan (University of Swat, Pakistan)
2. From EFL to ESL: A Self-Study-Autoethnography of a "Native" English Speaking Teacher's Translingual-Transnational Identity-as-Pedagogy, Jared Michael Kubokawa (Michigan State University, USA)
3. Desde Nepantla, Hacia la Solidaridad: An Autohistoria-Teoría of Critical Pedagogies and Methodologies Towards Intersectional Solidarities Across Borders, Rita Kamani-Renedo (Stanford University, USA)
4. Transgressing Norms: Queering and Resisting Gender Identity Norms in University ESL Classrooms through Feminist Pedagogy, Anastasia J. Khawaja (University of South Florida, USA) and Sophia Escalante (University of South Florida, USA)
Part II Humanizing Language Teacher Education in Transnational Spaces
5. "My Body is a Political Stance": Critical Love as a Trans-Formation in the Brazilian ELT Context, Bruno Andrade (Federal University of Rio de Janeiro, Brazil) and Ethan Trinh (Atlanta Global Studies Centre, USA)
6. Teaching Away from Home: Understanding African Transnational Teachers' Experiences at a North American University, Edwin Dartey (Pennsylvania State University, USA)
7. "Very, very small, almost negligible" Practices: Perspectives and Experiences of EFL Teacher Educators on the Role of Humanizing Pedagogy in the Global South, John Chi (University of Maryland, USA)
8. Collaborative Approaches to Transnational Language Education Policies and Practices in Three Indigenous Contexts Across the Global North and Global South, Claudia Gutiérrez (University of Washington, USA), Shayla R. Chatto (University of Washington, USA) and Camille Ungco (University of Washington, USA)
The Conclusion to the Volume, Rashi Jain (Montgomery College, USA), Julian Chen (Curtin University, Australia), Ethan Trinh (Atlanta Global Studies Centre, USA)
