Description
With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives.
The chapters showcase the work of teachers and teacher educators in confronting sociopolitical issues in Brazil, including in the domains of democracy, language education, and knowledge production, as well as prevailing issues within TESOL itself. Contributions stem from an eclectic range of analytical orientations that reflect ontological and epistemological diversity while demonstrating why, where, and how TESOL is done in Brazil. In doing so, this volume also establishes a place for Southern voices to be heard in the move toward challenging complex and long-standing issues of representation, marginalization, and exclusion that have traditionally characterised North-South relations in TESOL as a field.
This volume seeks to promote Southern-based conversations about decoloniality and social justice in TESOL and will be of direct relevance to graduate students, researchers, and scholars in the field of TESOL and foreign language education.
Table of Contents
Introduction Vander Tavares 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 Rosane Rocha Pessoa and Marco Túlio de Urzêda-Freitas 2. Developing Critical Awareness of Indigenous Languages and Cultures of Brazil in EFL Education: Children’s Literature as an Entryway Vander Tavares and Isabela Ramalho Orlando Part II: Decolonizing Constructions of TESOL Teacher Education and Educators 3. Reconstructing Our Teacher Selves through Decoloniality and Southern Epistemologies Juliana Z. Martinez, Eduardo H. Diniz de Figueiredo, and Pollianna Milan 4. Teacher Education Practices within Pibid: De/Re/Constructing What It Means to Be an English Educator Ana Karina de Oliveira Nascimento and Ana Lúcia Simões Borges Fonseca Part III: Southern-Based Knowledges and Pedagogies 5. Critical Tasks in Brazil: Locally Produced Epistemologies and Praxis Leonardo da Silva and Priscila Fabiane Farias 6. Affect and English Language Learning in the Global South: Literature-based Teaching Plans Created by Brazilian Teachers Isabela Ramalho Orlando Part IV: (Re)Imagining TESOL through Brazilian Perspectives 7. Thinking ELT Otherwise: Lessons from Decoloniality Ana Paula Martinez Duboc 8. A Century of Paulo Freire: Problem-Solving Education, Conscientização, Dialogue, and TESL from a Freirean Perspective Vander Tavares 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 Nara Nília Marques Nogueira 10. Critical Perspectives of Brazilian Teachers on English as a Lingua Franca: Rethinking Teaching through Critical Pedagogy Sávio Siqueira 11. African and Afro-Brazilian Cultural Themes as Possible Paths Towards Decolonizing English as a Foreign Language Education Andiara Nascimento and Vander Tavares
