Isms in Language Education: Oppression, Intersectionality & Emancipation

Update (October 2017)

The volume advertised in this post has now been published in the Language and Social Life series of de Gruyter Mouton. The title of the volume has been updated to Isms in Language Education: Oppression, Intersectionality and Emancipation. The volume consists of 12 chapters which greatly enrich the critical discourse in language education.


Call for Chapters

Damian Rivers (Future University Hakodate, Japan), and Karin Zotzmann (University of Southampton, UK) are putting together a new edited collection, entitled “-isms of Oppression in Language Education”, to be published by a major international publishing house.

As noted by the co-editors in the Call for Chapters:

To date a number of ‘-isms of oppression’ have featured within language education literature including chauvinism, colonialism, consumerism, culturism, elitism, imperialism, linguicism, nationalism, native-speakerism, neoliberalism, orientalism, racism and sexism. However, the interconnectivity and mutually reinforcing nature of various “-isms of oppression” and their localised impact has not been systematically documented.

The  volume aims to address this gap in the literature, and to that end contributions are invited on questions such as the following:

  • To what extent are “-isms of oppression” in language education mutually reinforcing?
  • What kind of structural conditions enhance the co-occurrence of different “-isms of oppression”?
  • How do different forms of oppression interrelate in particular contexts?
  • Who benefits from the presence of different “-isms of oppression” in language education?
  • What relationships exist between the agents and the targets of “-isms of oppression”?
  • What role does the construction of academic knowledge play in “-isms of oppression”?
  • What role can academic knowledge play in the resistance of oppression?
  • To what extent are language teachers/learners aware of “-isms of oppression”?
  • Can awareness of “-isms of oppression” empower language teachers/students?
  • In what ways are “-isms of oppression” systematically hidden or denied?
  • What practical solutions can be offered to counter “-isms of oppression”?

The co-editors encourage submissions from a variety of methodological approaches, but are especially keen on chapters describing encounters with “-isms of oppression” through such as autobiographies, interviews, focus groups and language-learning diaries.

Interested authors are requested to send a 300-word proposal to the co-editors [(update 10/2017: email addresses redacted] by 1st September 2014.

2 Replies to “Isms in Language Education: Oppression, Intersectionality & Emancipation”

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