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TRANSNATIONAL DIALOGUE ON LANGUAGE EDUCATION IN CANADA AND BRAZIL: HOW DO WE MOVE FORWARD IN THE FACE OF NEOCONSERVATIVE/NEOLIBERAL TIMES?
11 references·1 citing·44 second hop
TRANSNATIONAL DIALOGUE ON LANGUAGE EDUCATION IN CANADA AND BRAZIL: HOW DO WE MOVE FORWARD IN THE FACE OF NEOCONSERVATIVE/NEOLIBERAL TIMES? (2019)TRANSNATIONAL DIALOGUE ON LANGUAGE EDUCAT…Two Takes on the Critical (2018)Two Takes on the CriticalRegrounding Critical Literacy (2018)Regrounding Critical LiteracyLanguage Teacher Identity and the Domestication of Dissent: An Exploratory Account (2016)Language Teacher Identity and…Reclaiming the Local in Language Policy and Practice (2005)Reclaiming the Local in Langu…CRITICAL PEDAGOGIES AND LANGUAGE LEARNING (2005)CRITICAL PEDAGOGIES AND LANGU…CRITICAL LITERACIES AND LANGUAGE EDUCATION: GLOBAL AND LOCAL PERSPECTIVES (2005)CRITICAL LITERACIES AND LANGU…Modals and memories: A grammar lesson on the Quebec referendum on sovereignty (2004)Modals and memories: A gramma…Critical Pedagogies and Language Learning (2004)Critical Pedagogies and Langu…Critical moments in a TESOL praxicum (2004)Critical moments in a TESOL p…Creating Difference: Neo-Liberalism, Neo-Conservatism and the Politics of Educational Reform (2004)Creating Difference: Neo-Libe…Critical Practice in Community-Based ESL Programs: A Canadian Perspective (2002)Critical Practice in Communit…ELT as necessary evil: resisting Western cultural dominance in foreign language policy in the context of Iran (2022)ELT as necessary evil: resist…Language and Symbolic Power. (1992)Beyond logic and argument analysis: Critical thinking, everyday problems and democratic deliberation in Cambridge International Examinations’ Thinking Skills curriculum (2011)Creating thinking schools through authentic assessment: the case in Singapore (2012)The Cultural Politics of English as an International Language (2014)Large-scale implementation of formative assessment practices in an examination-oriented culture (2015)Art as Experience (1934) (2026)The State Nobility (1996)The Structuring of Pedagogic Discourse (2004)Language Teaching as Sociocultural Activity: Rethinking Language Teacher Practice (2010)Educational marketization the Swedish way (2013)Relocating the Deficit (2014)Selections from the prison notebooks (2020)Modernity at Large: Cultural Dimensions of Globalization. (1998)LITERACY IN THE NEW MEDIA AGE (2003)Technology and Social Inclusion (2003)Theorizing and practicing critical english for academic purposes (2008)Critical English for Academic Purposes (2012)Sympathy for the devil? A defence of EAP (2018)3.2. MARXISM AND LITERATURE (2006)FROM THE GERMAN IDEOLOGY (2013)Young people confronting the challenge of reading and interpreting a digital world (2021)Power/Knowledge: Selected Interviews and Other Writings 1972-1977 (1980)Communities of Practice (1998)Communities of practice learning, meaning, and identity (1999)Teacher identity work in neoliberal schooling spaces (2018)Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry (2019)Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience (2019)Resisting Linguistic Imperialism in English Teaching (1999)Race and TESOL: Introduction to Concepts and Theories (2006)CRITICAL LITERACY: Theories and Practices (2007)Critical Literacy: Foundational Notes (2012)Theatre of the oppressed (2020)The practicality and relevance of second language critical pedagogy (2009)Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness (2012)A case study of an EFL teacher’s critical literacy teaching in a reading class in Taiwan (2013)The Cambridge Handbook of Endangered Languages (1999)Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice (2007)Metrolingualism: fixity, fluidity and language in flux (2009)Fostering transformative practitioners for critical EAP: Possibilities and challenges (2008)Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran (2012)From the imagined to the practiced: A case study on novice EFL teachers' professional identity change in China (2013)Teacher investment in learner identity (2008)‘Proper vocabulary and juicy collocations’: EAP students evaluate do-it-yourself corpus-building (2012)The Cambridge Handbook of Task-Based Language Teaching (2021)
this work references cited by second hop

References

  • 2005Reclaiming the Local in Language Policy and Practice910 cited
  • 2004Critical Pedagogies and Language Learning659 cited
  • 2004Creating Difference: Neo-Liberalism, Neo-Conservatism and the Politics of Educational Reform559 cited
  • 2004Critical moments in a TESOL praxicum168 cited
  • 2005CRITICAL PEDAGOGIES AND LANGUAGE LEARNING144 cited
  • 2005CRITICAL LITERACIES AND LANGUAGE EDUCATION: GLOBAL AND LOCAL PERSPECTIVES138 cited
  • 2018Two Takes on the Critical98 cited
  • 2016Language Teacher Identity and the Domestication of Dissent: An Exploratory Account58 cited
  • 2004Modals and memories: A grammar lesson on the Quebec referendum on sovereignty37 cited
  • 2018Regrounding Critical Literacy36 cited
  • 2002Critical Practice in Community-Based ESL Programs: A Canadian Perspective33 cited

Cited by

  • 2022ELT as necessary evil: resisting Western cultural dominance in foreign language policy in the context of Iran20 cited

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