As the future of the WPA Listserv (WPA-L) remains uncertain, this article reflects on the ways the WPA-L has functioned as an important site of disciplinary knowledge-making and emotion work for the field of composition studies. It examines the potential of the listserv format for democratizing participation in the enterprise of disciplinary…

Within current interfaith dialogue scholarship, perspective transformation towards the religious other is one of the most desired outcomes. However, exactly how such transformed perspectives come about and the characteristics of this transformation have not been adequately researched. In this study, we examine transformative learning within…

Intercultural pedagogies are increasingly seen as affording opportunities for students to share perspectives, understandings and knowledge. In the shift towards such pedagogies, ways that language is conceptualised and the interrelationship between language, culture and knowing are often underexplored. This paper reports on an auto-ethnographic…

The authors describe a 3-year project to design and test a multilingual literacy curriculum that centers language and student voice in the service of literacy development for multilingual learners. In the first 2 years, researchers, teachers, and students worked together to develop the curriculum using design-based, case study methods. In the…

In laboratory study environments, dialogue-videos, or videos of a tutor and a tutee solving problems together, have been shown to more effectively improve student learning than monologue-videos, or videos of tutors solving problems alone. Yet, few studies have replicated these findings in the context of authentic university classrooms. Here, we…

This study aims to explore undergraduates' perceptions of and responses to exemplar-based dialogic feedback. Forty-eight undergraduate teacher education students of Chinese language, science and social science participated. Semi-structured interviews, classroom observations and reflective journals were used to collect data. Students reported both…

Voice interaction assistants, such as "Siri," "Alexa," or "Google Assistant," offer new opportunities to create meaningful, fun tasks for language learning that require accurate spoken production. Designing good tasks requires an understanding of the learning context and needs as well as the interactional…

The combination of COVID-19 and the racial unrest that collided in the summer of 2020 caused dual pandemics that exposed pre-existing racial and social injustices within the university, college, and community where I serve. By utilizing case study methodology, I captured and analyzed a five-month timeframe of the documents and logistics I created,…

The article reports on international student perspectives concerning transformative pedagogy through their participation in field trips organized by the Palestinian and Arabic Studies Program at Birzeit University. Students visited historic, religious, and contemporary sites including a Bedouin village, mosques, marketplaces, the site where Jesus…

This article reviews patterns of interaction (i.e. learner role relationships) in peer communicative tasks, and uses data collected from different tasks to explain what happens in peer interaction and its impact on the learning opportunities interlocutors create for each other. It proposes that, with L2 peer interaction gaining popularity in…

One of the key concepts in autonomist Marxism is the "general intellect." As capitalism develops, labour and its products become increasingly "immaterial", inasmuch as the physical side of production is taken over by automated systems. The result is that all aspects of the collective worker's affective, desiring and cognitive…

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of "Teaching Theology and Religion" continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two…

The great majority of teacher training programmes incorporate reflective practice as a fundamental professional competence since reflection is considered to be a key element in professional development. However, in the literature reflection is conceptualised in multiple ways, making it difficult to determine what types of contexts facilitate the…

This study offers an insight into the experiences of three newly qualified English primary teachers and their pupils as they sought to develop dialogic teaching in lessons. It draws upon a range of literature from the field of classroom talk, with a particular focus on the work of Robin Alexander to underpin teacher/researcher professional…

This introduction outlines the rationale of the symposium 'Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe (Philosophy of) Education?'. In particular, it argues that, despite some early statements of Richard Rorty, he may turn out to be a particularly timely thinker in reference to debates occurring in…