Social Justice, Decoloniality, and Southern Epistemologies within Language Education

Introduction Part I: Social Justice through TESOL for and from the South 1. Digging up our Stones of Shame: English Language Education and Memories of Brazil's Violent Past 2. Developing Critical Awareness of Indigenous Languages and Cultures of Brazil in EFL Education: Children's Literature as an Entryway Part II: Decolonizing Constructions of TESOL Teacher Education and Educators 3. Reconstructing Our Teacher Selves through Decoloniality and Southern Epistemologies 4. Teacher Education Practices within Pibid: De/Re/Constructing What It Means to Be an English Educator Part III: Southern-Based Knowledges and Pedagogies 5. Critical Tasks in Brazil: Locally Produced Epistemologies and Praxis 6. Affect and English Language Learning in the Global South: Literature-based Teaching Plans created by Brazilian Teachers Part IV: (Re)Imagining TESOL through Brazilian Perspectives 7. Thinking ELT Otherwise: Lessons from Decoloniality 8. A Century of Paulo Freire: Problem-Solving Education, Conscientizacao, Dialogue, and TESL from a Freirean Perspective Part V: Confronting the Hegemony of the English Language in Research and Teaching 9. Realigning Research Publication Practices in the South: Going Beyond the "Must Publish in English" Controversy 10. Critical Perspectives of Brazilian Teachers on English as a Lingua Franca: Rethinking Teaching through Critical Pedagogy 11. African and Afro-Brazilian Cultural Themes as Possible Paths Towards Decolonizing English as a Foreign Language Education