Abstract
In this paper, I discuss how LGBTQIA+ themes are navigated by critical language educators under the pressures of neonationalist politics and commercial foreign language course structures. Drawing on research undertaken with teacher education students at Fluminense Federal University, I discuss such navigation in terms of border talk, which constitutes a counterhegemonic metapragmatic regime. I discuss additional strategies available to strengthen critical literacies and build solidarity amongst teachers under hostile institutional conditions.
Presenters
Joel WindleUniversity of South Australia-USA, Australia, Universidade Federal Fluminense, Brasil, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Critical, Language, Education, Literacies, Neonationalism, Metapragmatics