Critical Action Research Challenging Neoliberal Language and Literacies Education

Auto and Duoethnographies of Global Experiences

Antoinette Gagne´, Amir Kalan, Sreemali Herath, Antoinette Gagne´, Amir Kalan, Sreemali Herath

• Publisher: Peter Lang Inc., International Academic Publishers
• Year: 2022
• Print ISBN:
  9781433194306
  9781433194290
• eBook ISBN:
  9781433194313
• Edition: 1
• Topic: Education
• Subtopic: Education General

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

• Cover
• Table of Contents
• List of Figures
• 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