Critical pedagogies and language learning

Enhanced descriptions from Syndetics:

This important volume on the critical pedagogical approach addresses such topics as critical multiculturalism, gender and language learning, and popular culture. Critical pedagogies are instructional approaches aimed at transforming existing social relations in the interest of greater equity in schools and communities. This paperback edition on the pedagogical approach addresses such topics as critical multiculturalism, gender and language learning, and popular culture. Committed to language education that contributes to social justice, the contributors explore the meaning of creating equitable and critical instructional practices, by exploring diverse representations of knowledge. In addition, recommendations are made for further research, teacher education, and critical testing.

Table of contents provided by Syndetics

• List of contributors (p. xi)
• Acknowledgments (p. xiii)
• Chapter 1 Critical pedagogies and language learning: An introduction (p. 1)
• I Reconceptualizing Second Language Education (p. 19)
• Chapter 2 Two takes on the critical (p. 21)
• Chapter 3 Critical multiculturalism and second language education (p. 30)
• Chapter 4 Gender and sexuality in foreign and second language education: Critical and feminist approaches (p. 53)
• Chapter 5 Assessment in multicultural societies: Applying democratic principles and practices to language testing (p. 72)
• II Challenging Identities (p. 93)
• Chapter 6 Representation, rights, and resources: Multimodal pedagogies in the language and literacy classroom (p. 95)
• Chapter 7 Subversive identities, pedagogical safe houses, and critical learning (p. 116)
• Chapter 8 "Why does this feel empowering?": Thesis writing, concordancing, and the corporatizing university (p. 138)
• Chapter 9 Modals and memories: A grammar lesson on the Quebec referendum on sovereignty (p. 158)
• III Researching Critical Practices (p. 179)
• Chapter 10 The logic of nonstandard teaching: A course in Cape Verdean language, culture, and history (p. 181)
• Chapter 11 Comic book culture and second language learners (p. 201)
• Chapter 12 Classroom interaction, gender, and foreign language learning (p. 222)
• Chapter 13 Living with inelegance in qualitative research on task-based learning (p. 242)
• IV Educating Teachers for Change (p. 269)
• Chapter 14 Introducing a critical pedagogical curriculum: A feminist reflexive account (p. 271)
• Chapter 15 Negotiating expertise in an action research community (p. 291)
• Chapter 16 Performed ethnography for critical language teacher education (p. 311)
• Chapter 17 Critical moments in a TESOL praxicum (p. 327)
• Author Index (p. 347)
• Subject Index (p. 353)