Description
This collection sits at the intersection of transnationalism, queer studies, and feminist theories, bringing refreshing perspectives on transnational language teaching and teacher education by amplifying voices from the Global South. Spanning the transnational ELT field, its pedagogical, theoretical, and empirical inquiries cover K-16+ settings across Australasia, Africa, and the Americas.
Creating a critical and dialogic space to re-think the challenges and agency, struggles and growth of language teachers' transnational identities, contributors cover topics from translingual identity and critical pedagogy to diversity advocacy and collaborative policymaking. As well as restorying the transnational identities of language teachers and teacher educations from the global south, this is a collective study in disrupting binarisms and rehumanizing pedagogy and research in global academia.
Table of Contents
1. An introduction to the volume: Exploring transnationalism from intersectional feminist and queer perspectives, Rashi Jain (Montgomery College, USA), Julian Chen (Curtin University, Australia), Ethan Trinh (Atlanta Global Studies Centre, USA)
Part One: Individual inquiries into transnationalism
2. From EFL to ESL: Self-Study of a “Native” English Speaking Teacher's Translingual-Transnational Identity-as-Pedagogy, Jared Michael Kubokawa (Michigan State University, USA)
3. Cultivating safe third spaces for silenced Global South voices in pracademia: An autoethnographic reflection on the paradoxes and possibilities, Imdad Ullah Khan (University of Swat, Pakistan)
4. Humanizing pedagogy in the EFL context: Perspectives from seasoned EFL teacher educators, John Chi (University of Maryland, USA)
5. Understanding Transnational Teaching Experiences: A Case Study of Two African Foreign Language Teachers, Edwin Dartey (Pennsylvania State University, USA)
6. Desde nepantla, hacia la solidaridad: Reflections on critical pedagogies and methodologies towards intersectional solidarities across borders, Rita Kamani-Renedo (Stanford University, USA)
Part Two: Collaborative inquiries into transnationalism
7. A duoethnographic 'udhed-bun': Applying the lens of yarning to decolonize pracademic identities and desilence intersectional transnational voices, Julian Chen (Curtin University, Australia) and Rashi Jain (Montgomery College, USA)
8. “My body is a political stance”: Critical Love as a Trans-formation in Brazilian ELT context, Bruno Andrade (Federal University of Rio de Janeiro, Brazil) and Ethan Trinh (Atlanta Global Studies Centre, USA)
9. Acts of Advocacy: Raising Awareness and Gender Identity Inclusivity in University ESL Classrooms through Feminist Pedagogy, Anastasia J. Khawaja (University of South Florida, USA) and Sophia Escalante (University of South Florida, USA)
10. Collaborative Approaches to Transnational Language Education Policies and Practices in Three Indigenous Contexts Across the Global North and Global South, Claudia Gutiérrez (University of Washington, USA), Shayla R. Chatto (University of Washington, USA) and Camille Ungco (University of Washington, USA)
11. A conclusion to the volume: Implications for transnational language teaching and teacher education, Rashi Jain (Montgomery College, USA), Julian Chen (Curtin University, Australia), Ethan Trinh (Atlanta Global Studies Centre, USA)
