About this ebook
This edited volume explores how language educators and other stakeholders wrestle with notions of being, becoming and belonging in and beyond educational spaces in Japan. The volume contends for critical, transformational approaches to language education to be contextualized, sociohistorically sensitive and community-based. As such, the volume challenges critically-oriented stakeholders in language teacher education to revisit how they conceptualize and approach identity, experience and injustice manifesting in communities and language education (including theory, research, teacher education, policy, curriculum, materials development, teaching, assessment and hiring practices). The volume serves as a catalyst for readers to revisit what frames their own seeing, and as a foundation to engage with their own contexts and communities.
This edited volume explores how language educators and other stakeholders wrestle with notions of being, becoming and belonging in and beyond educational spaces in Japan. The volume contends for critical, transformational approaches to language education to be contextualized, sociohistorically ...
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About the author
Madoka Hammine is Assistant Professor in the College of Arts, Humanities, and Social Sciences at the University of Denver, Colorado
Nathanael Rudolph is Professor of sociolinguistics and language education at Kindai University in Higashiosaka, Japan
Nathanael Rudolph is Professor of sociolinguistics and language education at Kindai University in Higashiosaka, Japan
Madoka Hammine is Assistant Professor in the College of Arts, Humanities, and Social Sciences at the University of Denver, Colorado
Nathanael Rudolph is Professor of sociolinguistics and language education at Kindai University in Higashiosaka, Japan
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