Social Justice Language Teacher Education

Social justice language teacher education conceptualizes language teacher education as responding to social and societal inequities that cause unequal access to educational and life opportunities. In this book, authors articulate a global view of social justice language teacher education, offering a theorized account of their situated practices.

Margaret R. Hawkins is a Professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. Her primary research interest, foundationally dedicated to promoting equity for all learners, is in languages and literacies in and out of school, including classroom, home, and community-based settings. Her published work examines classroom ecologies, families and schools, and language teacher education. Current projects focus on global digital partnerships for youth, education in Uganda, and non-gateway districts’ responses to new immigrant and refugee populations. She has published widely, and serves as the Chair of the TESOL Research Standing Committee as well as on multiple organizational and editorial boards.

Margaret R. Hawkins is a Professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. Her primary research interest, foundationally dedicated to promoting equity for all learners, is in languages and literacies in and out of school, including classroom, home, and community-based settings. Her published work examines classroom ecologies, families and schools, and language teacher education. Current projects focus on global digital partnerships for youth, education in Uganda, and non-gateway districtsâ?? responses to new immigrant and refugee populations. She has published widely, and serves as the Chair of the TESOL Research Standing Committee as well as on multiple organizational and editorial boards.

How to make a difference in classrooms and communities remains a challenge for language teachers internationally. Margaret Hawkins has skillfully identified a range of exciting scholars who "walk the talk" in promoting social justice in language teacher education. A compelling collection that will be widely read by teacher educators, language teachers, and applied linguists.