Social Justice, Decoloniality, and Southern Epistemologies within Language Education

Vander Tavares is a Postdoctoral Researcher in Education, Inland Norway University of Applied Sciences, Norway.

"This book brings TESOL from Brazil out of the shadows it has been cast under by its own modernity/coloniality. Its chapters point to a local, post-abyssal perspective on English, hinting at how such situatedness can inspire other localities in their praxes with this language. A must-read, no doubt."Clarissa Jórdão, Federal University of Paraná, Brazil"This exhilarating book seeks to delink language education in Brazil from the colonial and hegemonic ways of thinking and doing that have for so long defined the field. The chapters here make a compelling case for a decolonial approach."Alastair Pennycook, Professor Emeritus, University of Technology Sydney, Australia"This is an impressive and inspiring call to action for a decolonial approach to TESOL in Brazil. For those of us who have spent many years in Teaching English as an International Language, this collection is a timely reminder that there is still much more to learn from the Global South. Congratulations to the editor and contributors."Brian Morgan, Senior Scholar, Glendon College/York University, Canada

• Introduction Part I: Social Justice through TESOL for and from the South 1. Digging up our Stones of Shame: English Language Education and Memories of Brazil’s Violent Past 2. Developing Critical Awareness of Indigenous Languages and Cultures of Brazil in EFL Education: Children’s Literature as an Entryway Part II: Decolonizing Constructions of TESOL Teacher Education and Educators 3. Reconstructing Our Teacher Selves through Decoloniality and Southern Epistemologies 4. Teacher Education Practices within Pibid: De/Re/Constructing What It Means to Be an English Educator Part III: Southern-Based Knowledges and Pedagogies 5. Critical Tasks in Brazil: Locally Produced Epistemologies and Praxis 6. Affect and English Language Learning in the Global South: Literature-based Teaching Plans created by Brazilian Teachers Part IV: (Re)Imagining TESOL through Brazilian Perspectives 7. Thinking ELT Otherwise: Lessons from Decoloniality 8. A Century of Paulo Freire: Problem-Solving Education, Conscientização, Dialogue, and TESL from a Freirean Perspective Part V: Confronting the Hegemony of the English Language in Research and Teaching 9. Realigning Research Publication Practices in the South: Going Beyond the "Must Publish in English" Controversy 10. Critical Perspectives of Brazilian Teachers on English as a Lingua Franca: Rethinking Teaching through Critical Pedagogy 11. African and Afro-Brazilian Cultural Themes as Possible Paths Towards Decolonizing English as a Foreign Language Education