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 Windle
University of South Australia-USA, Australia, Universidade Federal Fluminense, Brasil, Australia

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

2023 Special Focus—Literacies and Educational Changes: Rediscussing Digital Learning, Neoliberalism and Post-Pandemic Policies

KEYWORDS

Critical, Language, Education, Literacies, Neonationalism, Metapragmatics

Digital Media

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