Routledge Tertiary Language Teacher-Researchers Between Ethics and Politics: Silent Voices, Unseized Spaces (Routledge Studies in Language and Intercultural Communication)

Bringing together a range of perspectives from tertiary language and culture teachers and researchers, this volume highlights the need for greater critical engagement with the question of language teacher identity, agency and responsibility in light of an ever changing global socio-political and cultural landscape. The book examines the ways in which various moral, ethical, and ideological dimensions increasingly inform language teaching practice for tertiary modern/foreign language teachers, both collectively as a profession but also at the individual level in everyday classroom situations. Employing a narrative inquiry research approach which combines brief autobiographical reflections with semi-structured interview data, the volume provides a comprehensive portrait of the processes ten teacher-researchers in Australia working across five different languages engage in as they seek to position themselves more purposefully within a critical, political and ethical framework of teaching practice. The book will serve as a springboard from which to promote greater understanding and discussion of the impact of globalisation and social justice corollaries within the field, as well as to mediate the gap between language teaching theory and practice, making this key reading for graduate students and researchers in intercultural communication, language teaching, and language teacher education. About the Author Chantal Crozet is a Language Teacher-Researcher in French Studies and Intercultural Communication in the School of Global, Urban and Social Studies at RMIT University, Australia. Her research interests focus on politics, ethics and knowledge of Self in language and intercultural studies. Adriana Díaz is a Language Teacher-Researcher in Spanish and Latin American Studies at the School of Languages and Cultures, University of Queensland, Australia. Her research centres on critical intercultural language learning and how insights from decolonial critique can help us un/re-learn the ways in which we engage with languages education.