Putting Critical Language Pedagogy into Practice explores the practice of language teaching through the lens of critical pedagogy, reflexivity, and the importance of reflexivity for teacher development. It also shows how these reflexive practices can contribute to more inclusivity and decolonization of the curriculum.
A range of experts argue persuasively for epistemological reflexivity in practice and demonstrate how to implement this critical thinking into daily instructional practice. Each chapter is structured around three themes in order to help readers connect challenging theoretical ideas into day to day teaching practice: Reflection – the author’s story and issue of concern; Epistemic Reflexivity – personal epistemologies reflecting on the social conditions influencing the theory underpinning that author’s practices; Resolved action – how the epistemic reflexivity leads to purposeful decision-making enacted in classroom contexts.
Original, thoughtful and challenging, this text is fascinating and instructional reading for language education advanced students, researchers and practitioners.
The idea for this book emerged during the Fulbright scholarship at Texas Woman’s University out of the mutual research interests of the editors.
List of Contributors
Bogusława Dorota Gołębniak
Introduction to the book
Barbara Muszyńska and Holly Hansen-Thomas
Chapter 1. Moving Beyond Reflection - Towards Epistemic Reflexivity in Language Education
Chapter 2. Enacting Critical Consciousness to Name and Act on My Monolingual Ideologies:
An Example from a Scholar’s Teaching and Research
Mary Amanda Stewart
Chapter 3. Don’t Just Talk About It, Be About It: Supporting Critical Pedagogy in
Aimée Myers and Gage Jeter
Chapter 4. Addressing Embodied Assumptions through a Self-Coaching Model
Chapter 5. Providing Spaces for Critical Reflections
Chapter 6. Teaching through Conceptual Art: seeking convergence in diversity
Christine Calfoglou and Spiros Polymeris
Chapter 7. Critical Pedagogy through Artistic Citizenship: Beyond Traditional Means
Chapter 8. Critical Scholarship of Hope: Language Teacher Education and Schools in Poland
Aleksandra Ita Olszewska
Call to Action
Holly Hansen-Thomas and Barbara Muszyńska