Autoethnographies of Critical Action Researchers: Trajectories to Equitable Learning Communities That Challenge Neoliberalism

Session Type: Symposium

Abstract

The presenters with roots in Canada, Colombia, Iran, SriLanka and the US are members of NCARE, an international network of critical action researchers in education, who explore and illustrate how critical action research (CAR) can be used to push back the restrictions imposed by dominant educational systems structured in accordance with neoliberal economic models. In their autoethnographic accounts, each presenter explores how CAR acted as a catalyst for transformative pedagogy in their respective international K-12 or teacher education settings by unearthing and challenging structural power relations imposed by neoliberalism. The symposium aims to push the broader scholarly debates on the complex relationship between critical approaches to teaching/research and the potential of critical approaches to transform K-12 pedagogy and teacher education.

Sub Unit

• World Education Research Association

Chair

• Marlon Valencia, York University

Papers

• Visualizing Identity: Sri Lankan Language Teachers' Conceptions of Their Teaching Selves and Commitment to Equity - Sreemali Herath, University of Manitoba

• My Journey From Being "Othered" and "Othering" to Listening and Creating Spaces for Change With Newcomers to Canada - Antoinette Gagné, University of Toronto

• Learning Hope: An Autoethnographic Account of a Colombian English Teacher - Nayibe Rosado Mendinueta, Universidad del Norte

• Toward a Critical Multimodal Theory for Online Language Education - Amir Kalan, McGill University

• Personal Transnational Experiences: Slow Buen Vivir Countering Neoliberalism - Yecid Ortega, University of Toronto