Social Justice, Decoloniality, and Southern Epistemologies within Language Education
Theories, Knowledges, and Practices on TESOL from Brazil
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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, marginalisation, 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
Part 1: Social Justice through TESOL for and from the South 1. Digging up our Stones of Shame: English Language Education and the 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 2: Decolonizing Constructions of TESOL Teacher Education and Educators 3. Reconstructing Our Teacher Selves through Decoloniality and Southern Epistemologies Juliana Zeggio Martinez, Eduardo Diniz de Figueiredo, and Pollianna Milan 4. Teacher Education Practices within PIBID: De/Re/Constructing What It Means to Be an English Language Educator Ana Karina de O. Nascimento and Ana Luìcia SimoÞes Borges Fonseca Part 3: 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 Developed by Brazilian Teachers Isabela Ramalho Orlando Part 4: (Re)Imagining TESOL through Brazilian Perspectives 7. Thinking ELT Otherwise: Lessons from Decoloniality Ana Paula Duboc 8. A Century of Paulo Freire: Problem-Solving Education, Conscientização, Dialogue and TESL from a Freirean Perspective Vander Tavares Part 5: 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
Vander Tavares is Postdoctoral Researcher in Education, Inland Norway University of Applied Sciences, Norway.
"This book brings TESOL from Brazil out of the shadows it has been cast under by its own modernity/coloniality. Its chapters point to a local, post-abyssal perspective on English, hinting at how such situatedness can inspire other localities in their praxes with this language. A must-read, no doubt."
Clarissa Jórdão, Federal University of Paraná, Brazil
"This exhilarating book seeks to delink language education in Brazil from the colonial and hegemonic ways of thinking and doing that have for so long defined the field. The chapters here make a compelling case for a decolonial approach."
Alastair Pennycook, Professor Emeritus, University of Technology Sydney, Australia
"This is an impressive and inspiring call to action for a decolonial approach to TESOL in Brazil. For those of us who have spent many years in Teaching English as an International Language, this collection is a timely reminder that there is still much more to learn from the Global South. Congratulations to the editor and contributors."
Brian Morgan, Senior Scholar, Glendon College/York University, Canada