1st Edition
What Is Critical in Language Studies Disclosing Social Inequalities and Injustice
This volume examines the notion of criticality in language studies.
Drawing on the work of the Frankfurt School – Adorno, Habermas, Horkheimer, and Marcuse, among others – the chapters in the volume examine a variety of linguistic contexts: from gender activism to web journalism, from the classroom to the open streets. It also presents theoretical and methodological guidelines to researchers interested in
• Expanding their critical outlook for meaning brought on by the notion of criticality in contemporary language studies.
• Understanding criticality in languages through historical, political, and social perspectives.
• Using linguistics and language studies as tools to dissect and disclose social injustices.
This book will be of great interest to scholars and researchers of language studies and linguistics, philosophy, politics, and sociology and social policy.
Introduction
SOLANGE MARIA DE BARROS AND DANIE M. DE JESUS
PART I Critical emancipatory research
1 Critical emancipatory research: a tool for social transformation
SOLANGE MARIA DE BARROS
PART II Inclusive education: a critical perspective
2 Gender, discourse, and language teaching: critical questions and resistance
DANIE M. DE JESUS
3 Teachers’ disempowerment and inclusive education: a critical realist view
ARETI STYLIANOU AND MICHALINOS ZEMBYLAS
4 Towards critical theories and education: an easy-to-read introduction
FERNANDO ZOLIN-VESZ AND MARCIO CESAR CARDOSO
5 Critical ethnography and dialogic reflection in student-led language research
A. LANE IGOUDIN
PART III Critical discourse studies
6 What does ‘critical’ mean in Latin America? An overview of critical discourse studies in our region
MARIA LAURA PARDO AND MATIAS SOICH
7 Critical transversality in multimodal and multimedia discourse studies
NEYLA G. PARDO ABRIL
8 Human rights for whom? Public and spatial management of urban poverty: a critique
VIVIANE DE M. RESENDE
9 About the discourse of the necessity of military intervention in Brazil for the ‘restoration of order in the country’: analytical notes
ROBERTO BARONAS AND TAMIRES BONANI
10 The virtue of being obstructive: critique and the signifying machinery
JOBST PAUL
Biography
Solange Maria de Barros is a professor of the graduate programme in language studies at Federal University of Mato Grosso (UFMT), Brazil. She works on critical teacher education, critical discourse analysis, and critical realism. She has completed her post-doctorate at the Institute of Education – IOE/University of London (2012–2013); PhD in applied linguistics and language studies at the Pontifical Catholic University of São Paulo – PUC/SP (2005); and doctoral studies at the University of Lancaster (England), under the supervision of Norman Fairclough (2002–2003). Her recent publications include Emancipatory Pedagogical Practice: The Reflective Teacher in the Process of Change (2008); Critical Education: Desires and Possibilities (2010); Critical Realism and Human Emancipation: Ontological and Epistemological Contributions to Critical Discourse Studies (2015); and Transgression as Practice of Resistance: A Critical View about Queer Studies and Socioeducation (coedited with Marcio E. Beltrão, 2019).
Dánie M. de Jesus is an associate professor at Federal University of Mato Grosso, Brazil. He has experience in applied linguistics and gender studies, mainly in discourse in digital context, teacher training, LGBTQI diversities, and critical literacy and inclusion. He completed his post-doctorate at the University of Illinois, USA (2014); doctorate studies at the University of Liverpool, England; and PhD in applied linguistics and language studies at Pontifical Catholic University of São Paulo (2007). His recent publications include Multiletracies and Critical Literacy: Other Senses for the Language Classroom (coauthored with Divanize Carbonieri, 2016); Looks at Digital Technologies: Languages, Teaching, Training and Teaching Practice (coauthored with Ruberval Franco Maciel, 2015); and Critical Perspectives in Language Teaching: New Directions for School (coedited with Fernando Zolin-Vesz and Divanize Carbonieri, 2017).
