https://orcid.org/0000-0003-0225-0866
References
- Bramley, C., & Morrison, K. (2022). Student engagement, higher education, and social justice: Beyond neoliberalism and the market. Routledge.
- Cartabuke, M., Westerman, J. W., Bergman, J. Z., Whitaker, B. G., Westerman, J., & Beekun, R. I. (2019). Empathy as an antecedent of social justice attitudes and perceptions. Journal of Business Ethics, 157(3), 605–615. https://doi.org/10.1007/s10551-017-3677-1
- Corcoran, J. (2019). Addressing the “bias gap”: A research-driven argument for critical support of plurilingual scientists’ research writing. Written Communication, 36(4), 538–577. https://doi.org/10.1177/0741088319861648
- De Souza Santos, B. (2011). Epistemologías del sur. Utopía y Praxis Latinoamericana, 16(Julio–Septiembre), 17–39.
- Flores, N. (2020). From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory into Practice, 59(1), 22–31. https://doi.org/10.1080/00405841.2019.1665411
- Fraser, N. (2012). On justice. New Left Review, 74(March–April), 41–51.
- Gutiérrez, R. (2009). Framing equity: Helping students “play the game” and “change the game”. Teaching for Excellence and Equity in Mathematics, 1(1), 4–8.
- Hall, C. (2016). A short introduction to social justice in ELT. In C. Hastings & L. Jacob (Eds.), Social justice in English language teaching (pp. 3–10). TESOL Press.
- Janssen, G., & Ruecker, T. (2022). Apoyo and English for research publication purposes a a Latin American university. TESOL Quarterly, 56(2), 750–762. https://doi.org/10.1002/tesq.3097
- Khami-Stein, L., Diaz Maggioli, G., & de Oliveira, L. (Eds.). (2017). English language teaching in South America: Policy, preparation, and practices. Multilingual Matters.
- Lamb, T., Hatoss, A., & O’Neill, S. (2019). Challenging social injustice in superdiverse contexts through activist languages education. In R. Papa (Ed.), Handbook on promoting social justice in education (pp. 1–38). Palgrave.
- Luckett, K., & Shay, S. (2020). Reframing the curriculum: A transformative approach. Critical Studies in Education, 61(1), 50–65. https://doi.org/10.1080/17508487.2017.1356341
- Okan, Z. (2019). Language and social justice. In R. Papa (Ed.), Handbook on promoting social justice in education (pp. 1–14). Springer.
- Phillipson, R. (2009). English in globalisation, a lingua franca or a lingua Frankensteinia? TESOL Quarterly, 43(2), 335–339. https://doi.org/10.1002/j.1545-7249.2009.tb00175.x
- Priestly, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury.
- Segal, E. A., & Wagaman, M. A. (2017). Social empathy as a framework for teaching social justice. Journal of Social Work Education, 53(2), 201–211. https://doi.org/10.1080/10437797.2016.1266980
- Tikly, L., & Barrett, A. (2011). Social justice, capabilities and the quality of education in low income countries. International Journal of Educational Development, 31(1), 3–14. https://doi.org/10.1016/j.ijedudev.2010.06.001
- Vincent, C. (Ed.). (2020). Nancy Fraser, social justice and education. Routledge.