Editorial: social justice and language teacher education from Latin America

ABSTRACT

In this special issue, we seek to problematise how teacher education can be approached from a social justice perspective by showcasing research and practice from Latin America. It is undeniable that this region of the world and the educational research and practices carried out in it are not usually featured in English-medium international journals. The reasons for this lack of visibility exceed the scope of this editorial, but they are usually connected to hegemonic, Anglo-centric ideologies, epistemic perspectives, and discourses entrenched in the ecology of research and dissemination, together with inequity regarding discursive affordances, working conditions and access to (im)material resources.

KEYWORDS:

• Social justice
• language teacher education
• inclusion
• agency

Acknowledgements

We would like to thank the journal editors and reviewers for their support, guidance, and ability to conceive teacher education from more subversive, non-hegemonic ways of doing and communicating research.

Disclosure statement

No potential conflict of interest was reported by the author(s).