35.035 - Bilingual and Language Teacher Education in a Post-Truth Era: Critical Perspectives From Brazil and the United States

Session Type: Symposium

Abstract

This international symposium draws on the experiences of bilingual and language teacher scholars in Brazil and the U.S.A. to engage in critical analysis of how “regimes of post-truth” (Harkins, 2015) are influencing our fields of educational practice. The main focus, however, is to highlight approaches serving as transformational acts of counter-resistance to current “post-truth” educational dynamics (Peters, 2017). Collectively, the papers delve into policy, curriculum, and/or pedagogy in bilingual or language teacher education to offer a critique of the present moment while featuring approaches that promote “critical hope” (Bozalek et al., 2014) in spaces where “post-truth” perspectives seem to have “hijacked the critical imagination” (Author, 2009).

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Language and Literacies

Chair

• Cristian R. Aquino-Sterling, San Diego State University

Papers

• Multimodal Narratives in Brazilian Preservice Language Teacher Education: Criticality and Reflexivity as Counter-Post-Truth Discourses - Inés K. Miller, Pontifícia Universidade Católica do Rio de Janeiro; Adriana N. Nóbrega, Pontifícia Universidade Católica do Rio de Janeiro; Liliana C. Bastos

• Constructing the Multilingual Subject in Post-Truth Brazilian Context - Antonieta Megale, Instituto Singularidades, Brazil.

• Multilanguge, Multitruth? Critical Literacies Meets Post-Truth in Language Education - Chris K. Bacon, Boston College

• Dancing With Power: Advocacy Discourses in U.S. Bilingual (Teacher) Education as "Regimes of Post-Truth" - Cristian R. Aquino-Sterling, San Diego State University

Discussant

• Belinda Bustos Flores, The University of Texas - San Antonio