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Innovative work which will open up new ways of thinking and conceptualizing translingual pedagogies and bring new light to TESOL pedagogies and projects.
This book investigates the translingual pedagogies of women and queer/non-binary transnational teachers of English in three programs in the US and Spain. By storying their pedagogies, the author demonstrates how they build and cultivate connections within (bodies, minds and spirits), with communities and with the environment around them, transgressing binary thinking and dualistic worlds.
Through the experiences of these teachers, the author addresses some of the most pressing questions facing language teaching, connecting issues of colonial legacies and contemporary systems of oppression with the need for a different approach to teacher education. Building on their storying, the author proposes a pedagogy of (e)merging paths, based on relationality and collaboration.
Sánchez-Martín weaves life in the pages of this book with vivid narratives of educators. Through a powerful commitment to decolonizing translingual pedagogies, this work offers a timely and original perspective that makes it essential reading for language teachers, teacher educators, graduate students, and researchers – urging us to center our shared humanity and nurture the vital relationships at the heart of education.
Sánchez-Martín’s bold translingual work merges feminist posthumanism with translingualism, centering teachers’ and students’ re/storying of their embodied translingual experiences as a creative and transformative means to unravel and reshape oppressive gendered, colonial language ideologies. Essential reading for educators, scholars and activists committed to decolonizing TESOL and fostering a shift toward collaborative, relational, and care-centered pedagogies.
Weaving together teachers’ lived experiences through ‘storying’, this book offers a rich tapestry of anti-colonial pedagogy for language teacher educators. Sánchez-Martín employs a unique blend of feminist posthumanist and translingual perspectives that challenges colonial ideas of language and learning, offering in its place a holistic, grounded, and relational approach to pedagogy. This book will be an inspirational guide to any educator or scholar who is interested in reflecting on and decolonizing their own classroom practices.
Cristina Sánchez-Martín is Assistant Professor of English at the University of Washington, Seattle, USA.
Acknowlegments
Series Editors' Preface
Introduction
Chapter 1. Feminist Posthumanism and Translingualism
Chapter 2. Chasing the Spirit in Transnational Teachers’ Storying
Chapter 3. Connections Within: Embodied Translingual Practice in 'Spirited' Material Worlds
Chapter 4. Connections with Others: 'Espíritu de Colaboración' through Community-Engagement
Chapter 5. Connections with More-than-Human Others: Expanding Translingual Practice
Chapter 6. Storying Pedagogies of (E)merging Paths
Appendices
References
Index