From https://linguistlist.org/issues/30/30-1559.html
Special Issue of L2 Journal
Rethinking Critical Pedagogy in L2 learning and teaching
Guest Editor: Panayota Gounari, University of Massachusetts Boston
Critical pedagogy as a distinct theoretical tradition of intellectual production and educational practice emerged in North America in the late 1970s and early 1980s. Its central premise is that educational issues cannot be separated from political ones.
This Special Issue invites contributions that engage in theoretical, conceptual and/or classroom-based discussions and analyses that involve Critical Pedagogy in language teaching and learning, language teacher education and attempt to address the following questions:
- What concepts/constructs can be drawn from the Critical Pedagogy theoretical framework of 1980s, 1990s and beyond for second language pedagogies? What are the limitations of this framework and how can they be addressed?
- How can we move beyond a reductionistic appropriation of critical pedagogy theory as simply a ''critical approach'' to language teaching or ''critical language awareness'' to a meaningful and transformative theoretical framework for language teaching? How can Critical Pedagogy inform FL pedagogy? What would it mean to use a Critical Pedagogy theoretical framework to understand teaching and learning language?
- How might a language pedagogy of Praxis as the dialogical relationship between critical reflection and action look like? How can we develop language teacher education approaches that would foster praxis?
- What would it mean to ground our language pedagogies, especially those for oppressed and marginalized groups, on the premise that pedagogy is disruptive and its goal is not simply social change but also sociopolitical transformation?
- If culture is understood as a site of struggle and a sphere for language pedagogy, what are the implications for language teaching?
- How can issues of teacher and student agency be addressed in the context of language learning as production of specific knowledge, values, identities, and desires?
- How can we theorize language teaching in a way that connects pedagogical practices with larger structural analyses of the society?
- What kinds of knowledges are legitimized in the foreign language classroom? What are some of the underlying ideologies shaping those pedagogies? How might inequalities be produced and reproduced? How can the Western-centered focus be challenged and ultimately, changed?
- How are language and language teaching and learning redefined in the current sociopolitical context in the United States and around the world? How might current politics have pushed linguists and language educators to rethink critical pedagogy in their methodologies, approaches, agendas and pedagogies? What spaces have opened up for new pedagogies?
- How could new settings of critical pedagogy be explored in the context of ''public pedagogy''? Can the foreign language classroom become a site for social change where teachers and students can examine and challenge societal and cultural norms and practices?
Deadline for submitting abstracts: May 1, 2019
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