Volume 5, Issue 1
  • ISSN 2352-1805
  • E-ISSN: 2352-1813
Buy:$35.00 + Taxes



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.


Article metrics loading...

Loading full text...

Full text loading...


    ACCELA 2006Research Statement. Retrieved from: https://blogs.umass.edu/accela/about/
    [Google Scholar]
  2. Alim, H. Samy, John Rickford, and Arnetha Ball
    2016Raciolinguistics: How Language Shapes Our Ideas about Race. New York: Oxford University Press. 10.1093/acprof:oso/9780190625696.001.0001
    https://doi.org/10.1093/acprof:oso/9780190625696.001.0001 [Google Scholar]
  3. Benesch, Sarah
    1999 “Thinking Critically, Thinking Dialogically.” TESOL Quarterly33 (3): 573–580. 10.2307/3587682
    https://doi.org/10.2307/3587682 [Google Scholar]
  4. Butler, Judith
    1990Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge.
    [Google Scholar]
  5. Davies, Bronwyn, and Susan Gannon
    2005 “Feminist/poststructuralism.” InResearch Methods in the Social Sciences, ed. byCathy Lewin, and Bridget Somekh, 318–325. Thousand Oaks, CA: Sage.
    [Google Scholar]
  6. de Jong, Ester
    2011 “Language Policy in the United States”. InFoundations for Multilingualism in Education, ed. byEster deJong, 126–138. Philadelphia, PA: Caslon Inc.
    [Google Scholar]
  7. Edwards, Erica B., Jennifer Esposito, and Venus Evans-Winters
    2017 “Does Beyoncé’s Lemonade really Teach us how to turn Lemons into Lemonade? Exploring the Limits and Possibilities through Black Feminism.” Taboo. The Journal of Culture & Education17: 85–96.
    [Google Scholar]
  8. Freire, Paulo
    1998Pedagogy of Freedom: Ethics, Democracy and Civic Courage. New York: Rowman and Littlefield Publishers, Inc.
    [Google Scholar]
  9. García, Ofelia
    2009Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley-Blackwell.
    [Google Scholar]
  10. 2011 “Educating New York’s Bilingual Children: Constructing a Future from the Past.” International Journal of Bilingual Education and Bilingualism14 (2): 133–153. doi:  10.1080/13670050.2010.539670
    https://doi.org/10.1080/13670050.2010.539670 [Google Scholar]
  11. García, Ofelia, and Camila Leiva
    2014 “Theorizing and Enacting Translanguaging for Social Justice.” InHeteroglossia as Practice and Pedagogy, ed. byAdrian Blackledge, and Angela Creese, 199–216. Dordrecht, Netherlands: Springer. 10.1007/978‑94‑007‑7856‑6_11
    https://doi.org/10.1007/978-94-007-7856-6_11 [Google Scholar]
  12. García, Ofelia, and Li Wei
    2014Translanguaging: Language, Bilingualism and Education. New York, NY: Palgrave Macmillan. doi:  10.1057/9781137385765
    https://doi.org/10.1057/9781137385765 [Google Scholar]
  13. García, Ofelia, and Naomi Kano
    2014 “Translanguaging as Process and Pedagogy: Developing the English Writing of Japanese Students in the US.” InThe Multilingual Turn in Language Education: Opportunities and Challenges, ed. byJean Conteh, and Gabriela Meier, 264–283. Tonawanda, NY: Multilingual Matters. 10.21832/9781783092246‑018
    https://doi.org/10.21832/9781783092246-018 [Google Scholar]
  14. García, Ofelia, Susana Ibarra Johnson, and Kate Seltzer
    2017The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia, PA: Caslon.
    [Google Scholar]
  15. Hawkins, Maureen, and Bonnie Norton
    2009 “Critical Language Teacher Education.” InCambridge Guide to Second Language Teacher Education, ed. byAnne Burns, and Jack Richards, 30–39. Cambridge: Cambridge University Press.
    [Google Scholar]
  16. Hesse-Biber, Sharlene N.
    2007 “Feminist Research: Exploring the Interconnections of Epistemology, Methodology, and Method.” InHandbook of Feminist Research: Theory and Praxis, ed. bySharlene Hesse-Biber, 1–28. Thousand Oaks, CA: Sage Publications, Inc.
    [Google Scholar]
  17. Hill-Collins, Patricia
    2000Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment (First Edition). New York, NY: Routledge.
    [Google Scholar]
  18. Hornberger, Nancy, and Holly Link
    2012 “Translanguaging and Transnational Literacies in Multilingual Classrooms: A Biliteracy Lens.” International Journal of Bilingual Education and Bilingualism15 (3): 261–278. doi:  10.1080/13670050.2012.658016
    https://doi.org/10.1080/13670050.2012.658016 [Google Scholar]
  19. Kowng-Lai Poon, Maurice
    2004 “A Missing Voice: Asians in Contemporary Gay and Lesbian Social Service Literature.” Journal Of Gay & Lesbian Social Services17 (3): 87–106. 10.1300/J041v17n03_05
    https://doi.org/10.1300/J041v17n03_05 [Google Scholar]
  20. Kubota, Ryuko, and Angel Lin
    2006 “Race and TESOL: Introduction to Concepts and Theories.” TESOL Quarterly40 (3): 471–493. 10.2307/40264540
    https://doi.org/10.2307/40264540 [Google Scholar]
  21. Ladson-Billings, Gloria
    2015Just Justice. [American Educational Research Association Social Justice in Education Award Lecture video] Retrieved fromhttps://www.youtube.com/watch?v=ofB_t1oTYhI
    [Google Scholar]
  22. Lather, Patti
    1986 “Research as Praxis.” Harvard Educational Review56 (3): 257–277. 10.17763/haer.56.3.bj2h231877069482
    https://doi.org/10.17763/haer.56.3.bj2h231877069482 [Google Scholar]
  23. Lippi-Green, Rosina
    2012English with an Accent: Language, Ideology and Discrimination in the United States. New York: Routledge. 10.4324/9780203348802
    https://doi.org/10.4324/9780203348802 [Google Scholar]
  24. Li Wei
    2011 “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics43 (5): 1222–1235. doi:  10.1016/j.pragma.2010.07.035
    https://doi.org/10.1016/j.pragma.2010.07.035 [Google Scholar]
  25. Macedo, Donaldo, Bessie Dendrinos, and Panayota Gounari
    2003The Hegemony of English. Boulder, CO: Paradigm Publishers.
    [Google Scholar]
  26. Makalela, Leketi
    2015 “Moving out of Linguistic Boxes: the Effects of Translanguaging Strategies for Multilingual Classrooms.” Language and Education29 (3): 200–217. doi:  10.1080/09500782.2014.994524
    https://doi.org/10.1080/09500782.2014.994524 [Google Scholar]
  27. Martínez, Ramon Antonio, Michiko Hikida, and Leah Durán
    2015 “Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging.” International Multilingual Research Journal9 (1): 26–42. doi:  10.1080/19313152.2014.977712
    https://doi.org/10.1080/19313152.2014.977712 [Google Scholar]
  28. No Child Left Behind Act
    No Child Left Behind Act 2001 Pub. L. No.107–110.
  29. Otheguy, Ricardo, Ofelia García, and Wallis Reid
    2015 “Clarifying Translanguaging and Deconstructing Named Languages: A Perspective from Linguistics.” Applied Linguistics Review6 (3): 281–307. 10.1515/applirev‑2015‑0014
    https://doi.org/10.1515/applirev-2015-0014 [Google Scholar]
  30. Paris, Django, and H. Samy Alim
    2014 “What are We Seeking to Sustain through Culturally Sustaining Pedagogy? A Loving Critique Forward.” Harvard Educational Review84 (1): 85–100. 10.17763/haer.84.1.982l873k2ht16m77
    https://doi.org/10.17763/haer.84.1.982l873k2ht16m77 [Google Scholar]
  31. 2017Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. New York, NY: Teachers College Press.
    [Google Scholar]
  32. Pennycook, Alastair
    2001Critical Applied Linguistics: A Critical Introduction. Mahwah NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  33. Phillipson, Robert, and Tove Skutnabb-Kangas
    1996 “English Only Worldwide or Language Ecology?” TESOL Quarterly30 (3): 429–452. doi:  10.2307/3587692
    https://doi.org/10.2307/3587692 [Google Scholar]
  34. 2013 “Linguistic Imperialism and Endangered Languages.” InThe Handbook of Bilingualism and Multilingualism, ed. byTej K. Bhatia, and William C. Ritchie, 495–516. Malden, MA and Oxford, England: Wiley-Blackwell. doi:  10.1002/9781118332382.ch20
    https://doi.org/10.1002/9781118332382.ch20 [Google Scholar]
  35. Poza, Luis
    2017 “Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry.” Berkeley Review of Education6 (2): 101–128.
    [Google Scholar]
  36. Pranis, Kay
    2005The Little Book of Circle Processes: A New/old Approach to Peacemaking. Intercourse, PA: Good Books.
    [Google Scholar]
  37. Ramírez, J. Andrés
    2008 Co-constructing a Nurturing and Culturally Relevant Academic Environment for Struggling Readers: (Dis)locating Crisis and Risk through Strategic Alignment. Unpublished doctoral dissertation. University of Massachusetts Amherst.
  38. Robinson, Elizabeth
    2012 Research as Praxis in ESL Teacher Education. Open Access Dissertations. 661. https://scholarworks.umass.edu/open_access_dissertations/661
  39. 2018 “Striving for Transformative Teachers: A Critical Examination of Revising a Teacher Preparation Program.” Journal of the Scholarship of Teaching and Learning (in press).
    [Google Scholar]
  40. Robinson, Elizabeth, Zhongfeng Tian, Tiffany Martínez, and Aybahar Qarqeen
    2018 “Teaching for Justice: Introducing Translanguaging in an Undergraduate TESOL Course.” Journal of Language and Education4 (3): 77–87. doi:  10.17323/2411‑7390‑2018‑4‑3‑77‑87
    https://doi.org/10.17323/2411-7390-2018-4-3-77-87 [Google Scholar]
  41. St. Pierre, Elizabeth
    2000 “Poststructural Feminism in Education: An Overview.” Qualitative Studies in Education13 (5): 477–515. 10.1080/09518390050156422
    https://doi.org/10.1080/09518390050156422 [Google Scholar]
  42. 2011 “Postqualitative Research: The Critique and the Coming After.” InThe SAGE Handbook of Qualitative Research, ed. byNorman Denzin, and Yvonna Lincoln, 611–626. L.A.: Sage Publications, Inc.
    [Google Scholar]
  43. St. Pierre, Elizabeth, and Wanda Pillow
    2000 “Inquiry Among the Ruins.” InWorking the Ruins: Feminist Postructural Theory and Methods in Education, ed. byElizabeth St. Pierre, and Wanda Pillow, 1–26. New York: Routledge.
    [Google Scholar]
  44. Van Viegen Stille, Saskia, Robin Bethke, Jackie Bradley-Brown, Janet Giberson, and Gillian Hall
    2016 “Broadening Educational Practice to Include Translanguaging: An Outcome of Educator Inquiry into Multilingual Students’ Learning Needs.” The Canadian Modern Language Review72 (4): 480–503. doi:  10.3138/cmlr.3432
    https://doi.org/10.3138/cmlr.3432 [Google Scholar]
  45. Weedon, Chris
    1997Feminist Practice and Poststructuralist Theory (Second Edition). Malden, MA: Blackwell.
    [Google Scholar]
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error