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Volume 5, Issue 1
  • ISSN 2352-1805
  • E-ISSN: 2352-1813
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Abstract

Abstract

This article explores the synergies between translanguaging and feminist poststructuralism to deepen understandings of how educators can teach for justice. I highlight how both theories challenge dominant structures and boundaries; how they privilege process over product; and how they both illuminate non-dominant voices and experiences. I explore how both translanguaging and feminist poststructuralism have helped me challenge foundational epistemologies, ontologies, and methodologies as a teacher educator in the field of teaching English. Throughout this article I examine what taking up these theories to challenge and question the status quo means for how we might better engage language as a tool for justice.

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2019-01-10
2019-10-23
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