Abstract
The purpose of this article is to engender a space where a variety of critical feminist(s) lenses are interwoven to problematize current discursive practices in linguistic diversity training and to (re)imagine nueavas posibilidades for linguistic diversity research/training for pre-kindergarten teachers. Transnational feminists’ projects have the potential to illuminate and connect larger global issues with, and that pertain to, local and specific radical projects by incorporating critical reflexive methodological tools. In this article we propose to a) discuss language as a monocultural construction that limits conceptions of language and learning for younger human beings; b) examine the discursive practices of teachers of students who are English as second/third language learners; c) discuss the discourse of sharing codes of power; and finally d) scrutinize interventionist assumptions of educational research.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
