Mario E. López-Gopar is Professor in the Faculty of Languages at the Universidad Autónoma Benito Juárez de Oaxaca, Mexico. His main research interests centre around the intercultural and multilingual education of Indigenous peoples in Mexico. He has received over 15 academic awards. His latest book is Decolonizing Primary English Language Teaching (2016).

• Chapter I: Introducing International Critical Pedagogies in ELT; Mario E. López-Gopar.- Section 1: Teaching Beyond Language.- Chapter II: “When I came to Canada like I heard lots of bad stuff about Aboriginal people”: Disrupting Settler colonial discourses through English Language Teaching; Andrea Sterzuk and Simone Hengen.- Chapter III: Critical pedagogy in Saudi college EFL classrooms under the neoliberal economy; Osman Z. Barnawi.- Chapter IV: A Filipino L2 Classroom: Negotiating Power Relations and the Role of English in a Critical LOTE/World Language Classroom; Jayson Parba and Graham Crookes.- Chapter V: The intersections between critical pedagogy and public pedagogy: Hong Kong students and the Umbrella Movement; Christian W. Chun.- Section 2: Dialoguing With Teachers.- Chapter VI: “The Coin of Teaching English has Two Sides”: Constructing Identities as Critical English Teachers in Oaxaca, Mexico; Edwin N. León Jiménez, William Sughrua, Angeles Clemente, Vilma Huerta Cordova and Alba E. Vásquez Miranda.- Chapter VII: Negotiating Gender and Sexual Diversity in English Language Teaching: “Critical”- Oriented Educational Materials Designed by Pre-Service English Teachers at a South African University; Navan N. Govender.- Chapter VIII: Teachers explore the complexity of learners’ lives through ethnographic projects; Maria Dantas-Whitney.- Chapter IX: Mapping our Ways to Critical Pedagogies: Stories from Colombia; Amparo Clavijo-Olarte and Judy Sharkey.- Section 3: Questioning the Critical.- Chapter X: Educating English Language Teachers to Critical Language Awareness: A collaborative Franco-Japanese project; Christine Hélot, Masahito Yoshimura and Andrea Young.- Chapter XI: Academic Language and Learning in an Australian Context; Anne Swan.- Chapter XII: ‘A Gin and Tonic and a Window Seat’: Critical Pedagogy in Arabia; Paul Hudson.- Chapter XIII: Conclusion: Politicized Qualitative Research Methodology of Critical ELT Studies; William M. Sughrua.

Mario E. López-Gopar is Professor in the Faculty of Languages at the Universidad Autónoma Benito Juárez de Oaxaca, Mexico. His main research interests centre around the intercultural and multilingual education of Indigenous peoples in Mexico. He has received over 15 academic awards. His latest book is Decolonizing Primary English Language Teaching (2016).

• Chapter I: Introducing International Critical Pedagogies in ELT; Mario E. López-Gopar.- Section 1: Teaching Beyond Language.- Chapter II: “When I came to Canada like I heard lots of bad stuff about Aboriginal people”: Disrupting Settler colonial discourses through English Language Teaching; Andrea Sterzuk and Simone Hengen.- Chapter III: Critical pedagogy in Saudi college EFL classrooms under the neoliberal economy; Osman Z. Barnawi.- Chapter IV: A Filipino L2 Classroom: Negotiating Power Relations and the Role of English in a Critical LOTE/World Language Classroom; Jayson Parba and Graham Crookes.- Chapter V: The intersections between critical pedagogy and public pedagogy: Hong Kong students and the Umbrella Movement; Christian W. Chun.- Section 2: Dialoguing With Teachers.- Chapter VI: “The Coin of Teaching English has Two Sides”: Constructing Identities as Critical English Teachers in Oaxaca, Mexico; Edwin N. León Jiménez, William Sughrua, Angeles Clemente, Vilma Huerta Cordova and Alba E. Vásquez Miranda.- Chapter VII: Negotiating Gender and Sexual Diversity in English Language Teaching: “Critical”- Oriented Educational Materials Designed by Pre-Service English Teachers at a South African University; Navan N. Govender.- Chapter VIII: Teachers explore the complexity of learners’ lives through ethnographic projects; Maria Dantas-Whitney.- Chapter IX: Mapping our Ways to Critical Pedagogies: Stories from Colombia; Amparo Clavijo-Olarte and Judy Sharkey.- Section 3: Questioning the Critical.- Chapter X: Educating English Language Teachers to Critical Language Awareness: A collaborative Franco-Japanese project; Christine Hélot, Masahito Yoshimura and Andrea Young.- Chapter XI: Academic Language and Learning in an Australian Context; Anne Swan.- Chapter XII: ‘A Gin and Tonic and a Window Seat’: Critical Pedagogy in Arabia; Paul Hudson.- Chapter XIII: Conclusion: Politicized Qualitative Research Methodology of Critical ELT Studies; William M. Sughrua.

Mario E. López-Gopar is Professor in the Faculty of Languages at the Universidad Autónoma Benito Juárez de Oaxaca, Mexico. His main research interests centre around the intercultural and multilingual education of Indigenous peoples in Mexico. He has received over 15 academic awards. His latest book is Decolonizing Primary English Language Teaching (2016).

• Chapter I: Introducing International Critical Pedagogies in ELT; Mario E. López-Gopar.- Section 1: Teaching Beyond Language.- Chapter II: “When I came to Canada like I heard lots of bad stuff about Aboriginal people”: Disrupting Settler colonial discourses through English Language Teaching; Andrea Sterzuk and Simone Hengen.- Chapter III: Critical pedagogy in Saudi college EFL classrooms under the neoliberal economy; Osman Z. Barnawi.- Chapter IV: A Filipino L2 Classroom: Negotiating Power Relations and the Role of English in a Critical LOTE/World Language Classroom; Jayson Parba and Graham Crookes.- Chapter V: The intersections between critical pedagogy and public pedagogy: Hong Kong students and the Umbrella Movement; Christian W. Chun.- Section 2: Dialoguing With Teachers.- Chapter VI: “The Coin of Teaching English has Two Sides”: Constructing Identities as Critical English Teachers in Oaxaca, Mexico; Edwin N. León Jiménez, William Sughrua, Angeles Clemente, Vilma Huerta Cordova and Alba E. Vásquez Miranda.- Chapter VII: Negotiating Gender and Sexual Diversity in English Language Teaching: “Critical”- Oriented Educational Materials Designed by Pre-Service English Teachers at a South African University; Navan N. Govender.- Chapter VIII: Teachers explore the complexity of learners’ lives through ethnographic projects; Maria Dantas-Whitney.- Chapter IX: Mapping our Ways to Critical Pedagogies: Stories from Colombia; Amparo Clavijo-Olarte and Judy Sharkey.- Section 3: Questioning the Critical.- Chapter X: Educating English Language Teachers to Critical Language Awareness: A collaborative Franco-Japanese project; Christine Hélot, Masahito Yoshimura and Andrea Young.- Chapter XI: Academic Language and Learning in an Australian Context; Anne Swan.- Chapter XII: ‘A Gin and Tonic and a Window Seat’: Critical Pedagogy in Arabia; Paul Hudson.- Chapter XIII: Conclusion: Politicized Qualitative Research Methodology of Critical ELT Studies; William M. Sughrua.