«Brings together 30 of the leading scholars in the field of Critical English Language Education. The volume is intelligent and highly readable, balancing a depth of theoretical information, with a wealth of practical applications in each section. We live in a multilingual/multicultural world today with great diversity in race, ethnicity, gender, values, and culture. This book can help us all understand how teaching English—or any other language—needs to be informed by a critical, questioning approach that will bring true representation of the experiences and identities of all people to the fore.»

James F. D’Angelo, Chukyo University, Japan

«What a pleasure to read a volume dedicated to criticality and social justice in language teacher education! Through chapters covering a range of facets of (language) teaching and teacher education- such as curriculum, pedagogy, assessment, inteculturality, material development and more- across diverse geographic locales, the book illustrates potentials and possibilities when teachers and teacher educators, wherever they practice, have humanizing epistemologies and pedagogies as well as reflexivity at the core of their work. Through deep interrogation of what is and can be, it offers hope for transformation (toward equity) in language learning, global relations and educational outcomes.»

Margaret R. Hawkins, University of Wisconsin-Madison, USA

«This gem of a book is a vital resource for current and future language teachers and teacher educators. Grounded in critical theories and emerging from the authors’ commitment to social justice and their own classroom practices, the chapters in this volume demonstrate the best of critical praxis. Language teachers and teacher educators generously share activities, materials, and projects that have enabled many of their students to begin to adopt a critical stance and to start learning to read the word and the world, as Paolo Freire urged us to do.»

Elizabeth R. Miller, University of North Carolina at Charlotte, USA