Social justice language teacher education is a response to the acknowledgement that there are social/societal inequities that shape access to learning and educational achievement. In social justice language teacher education, social justice is the driving force and primary organizational device for the teacher education agenda. What does "social justice" mean in diverse global locations? What role does English play in promoting or denying equity? How can teachers come to see themselves as advocates for equal educational access and opportunity? This volume begins by articulating a view of social justice teacher education, followed by language teacher educators from 7 countries offering theorized accounts of their situated practices. Authors discuss powerful components of practice, and the challenges and tensions of doing this work within situated societal and institutional power structures.
Margaret R. Hawkins is a Professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. Her primary research interest, foundationally dedicated to promoting equity for all learners, is in languages and literacies in and out of school, including classroom, home, and community-based settings. Her published work examines classroom ecologies, families and schools, and language teacher education. Current projects focus on global digital partnerships for youth, education in Uganda, and non-gateway districtsa responses to new immigrant and refugee populations. She has published widely, and serves as the Chair of the TESOL Research Standing Committee as well as on multiple organizational and editorial boards.
Introduction - Margaret R. Hawkins Ch. 1 Teacher Education for Social Justice - Ken Zeichner Ch. 2 Multimodality, Social Justice and Becoming a `Really South African' Democracy: Case Studies from Language Classrooms - Denise Newfield Ch. 3 Does Intercultural Bilingual Education Open Spaces for Inclusion at Higher Education? - Mahia Maurial & Moises Suxo Ch. 4 Education and Social Justice in Neoliberal Times: Historical and Pedagogical Perspectives from Two Postcolonial Contexts - Matthew Clarke & Brian Morgan Ch. 5 Enfranchising the Teacher of English through Action Research: Perspectives on English Language Teacher Education in Uganda - Robinah Kyeyune Ch. 6 Dialogic Determination: Constructing a Social Justice Discourse in Language Teacher Education - Margaret R. Hawkins Ch. 7 Creating a School Programme to Cater for Learner Diversity: A Dialog between a School Administrator and an Academic - Franky Poon & Angel Lin Ch. 8 Working for Social Justice in a Collaborative Action Research Group - Kelleen Toohey & Bonnie Waterstone