Abstract
In this qualitative study, pre-service teachers and their teacher educators examine a participatory action research (PAR) project on the School-to-Prison Pipeline begun in a Critical Intercultural Communication and English Language Teaching course. Through vignettes and analysis of course reflections, we explore how PAR made visible our intercultural relationships and reframed our critical intercultural consciousness through local systems of meaning, knowledge, and. PAR dissolved the language-culture divide by foregrounding cultural hybridity and identity construction that opened spaces to explore our positions in the world as teachers of an imperialist language.
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