Abstract
In this final contribution, the authors of the Special Issue reflect collaboratively on the work gathered in the Special Issue [...]
Highlights
Hayley Anne Cannizzo 1, Graham V
Our interest in critical language pedagogy derives primarily from our experience as English teachers who felt like teaching for communication purposes did not suffice
Would pose, “critical language pedagogy emerges from the interaction of theories and practices of language teaching that foster language learning, development, and action on part of students, directed towards improving problematic aspects of their lives, as seen from a critical perspective on society.”
Summary
We have used a fairly conventional academic article writing style and structure in this Special Issue; here in the final paper, we take advantage of a more personal way of writing to share with the readership what, in a broader sense, we think we have been doing and intend to do; and variously locate ourselves with respect to our personal professional trajectories, the field, and the immediate sociopolitical contexts of this work, as well as allude to the processes we have used and the goals we still have. We step away from the conventional genre to emphasize, above all, the importance, for critical language pedagogy, of a collective of real people (embodied, jointly-acting group members with individual personal voices), of collaboration, of shared but differing perspectives interacting, and of a network, something needed to maintain and sustain oppositional stances and states of mind
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