In higher education and science, technology, engineering, and mathematics (STEM), interlocking oppressions can lead to inequitable environments for those who hold marginalized identities. Instructors can play key roles in either exacerbating or mitigating these inequities through their pedagogical approaches and choice of curricular material.…

This survey-based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and…

Teacher enthusiasm is receiving remarkable scholarly attention in L2 education, and its effect on students' language learning outcomes has been extensively investigated. Nevertheless, exploring the antecedents of language teacher enthusiasm has received scant attention in foreign language education, particularly within the Chinese context. Thus,…

The purpose of this study was to examine Finnish teachers' experiences of pedagogical activities carried out in collaboration with external stakeholders. For examining teachers' cross-sectoral networking practices, we interviewed 63 teachers across six schools in Finland's capital area, focusing on how external networks are utilized to enrich…

Through subversive teaching and learning methods, Black women educators have always been trailblazers and pioneers, creating space for Black students to thrive. This article provides a critical analysis of the liberatory and pedagogical prowess of Black women educators by showing them as "Transformers" with the ability to create,…

Social Emotional Learning (SEL) programs and curricula have emerged as a priority in schools over the past three decades, with greater urgency since the COVID-19 pandemic. While SEL programs may show promise in supporting students' social and emotional needs generally, current SEL practices apply color-evasive approaches, leading to White-centered…

In this personal narrative, I reflect on how I have approached teaching about and for disability justice as a White crip feminist educator. I focus on how I have attempted to be accountable for my Whiteness in my teaching about an activist framework and movement grounded in the lived experiences of queer and trans disabled people of color (Sins…

Internationally, there is increasing concern regarding the disengagement of marginalized students, particularly girls, from the formal education system, particularly since COVID-19. Students experiencing oppression/marginalization within urban education systems are considered at-risk from poor attendance, early school leaving, underperformance,…

The powerful undercurrents and rooted presence of coloniality continue to influence the field of English language teaching today (Kubota, 2016). Motha (2014) argues that our field in its historicity and embedded colonial lineage is inherently intertwined with notions of race and power. The language of the colonized is considered by the colonizers…

Perspectives from educators and students elucidate how systemic language discrimination and oppression (i.e., linguicism) are perpetuated in the New York education system, even though it has one of the most comprehensive approaches to supporting multilingual students in the nation (Sugarman, 2016). The legacy of teaching English as a colonizing…

Language policy and planning in Nepal has been contested due to the co-existence of multiple contradictory discourses concerning teaching and learning of local, national, foreign, and international languages. Recently a multilingual policy was issued to create space for the once-banned ethnic/indigenous languages in public schooling, further…