Luis S Villacañas De Castro
Biographic Data
| ID | 208717 |
|---|---|
| NAME | Luis S Villacañas De Castro |
| GIVEN NAMES | Luis S Villacañas |
| FAMILY NAME | De Castro |
| SIGNATURE | DE CASTRO L S V |
| AFFILIATIONS | Universitat de València |
| ORCID | 0000-0002-4121-254X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Introduction: The Two Turns
Translanguaging and culturally sustaining pedagogies: A mutually dependent relationship
Translanguaging has increasingly been embraced in equity‐oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically and contextually, our comparative case‐to‐case synthesis examines this nexus in English foreign langu…
De Kafka a Heller: Modulaciones de lo kafkiano en la sociedad norteamericana de posguerra
Este artículo propone una lectura kafkiana de los dos primeros libros del escritor norteamericano Joseph Heller, Catch-22 (1961) y Something Happened (1974). Tras reconstruir la esencia de lo kafkiano en relación con el espacio familiar, el artículo rastrea sus modulaciones en la obra de Heller, cuyos dos primeros libros transitaron entre la familia y la burocracia, al igual que lo hizo Kafka. A partir de ahí, el artículo propone que lo kafkiano …
Cultural capital, black holes, and the hidden curriculum: An analysis of grade repetition in Spain
In this article I explain the contradiction between the averagely high and equitable scores that Spanish students obtained in the last three editions (2015, 2018, and 2022) of the Program for International Student Assessment, and Spain's extremely high and unequitable rate of grade repetition in schools. After ruling out alternative explanations for this discrepancy, I explore the hypothesis that grade repetition in Spain is an effect of the hidd…
Is Democracy Therapeutic? A Deweyan Reading of the Institutions of Antipsychiatry
This article presents a Deweyan reading of the processes of critique, experimentation, and reform that took hold of a minority of psychiatric institutions in Western Europe during the nineteen-sixties and seventies, under the influence of the so-called Italian and British antipsychiatry movements. Framed within a specific understanding of the sixties, the article examines these complex theoretical and institutional operations against the backgrou…
Dewey’s Democratic Spiral and the Civil Rights Movement: Nonviolence, Art, and Social Inquiry
Careful reading of John Dewey’s The Public and its Problems reveals a weak point at the stage when a given public became self-aware and proceeded to seek representation in the institutions of the state. Aside from a general emphasis on art and science, Dewey’s political theory offered no concrete discussion of the means suitable for this phase of the democratic process. Furthermore, the dichotomy between violence and the peaceful means of art and…
Professional Development Through Teacher Research: Stories from Language Teacher Educators
Que voten los niños. Reflexiones en torno a una propuesta de David Runciman
De unos años a esta parte, el catedrático de Teoría política de la Universidad de Cambridge, David Runciman, viene defendiendo una extensión del derecho al voto que incluya a los niños y niñas en Educación Primaria, esto es, desde los seis años hacia adelante. No es el único: se trata de un debate vivo en algunos círculos académicos, que por el momento se concreta en la petición de rebajar la edad de sufragio a los dieciséis, como sucede en Austr…
Matter, Literacy, and English Language Teaching in an Underprivileged School in Spain
This article analyzes the processes and findings of a collaborative action research (CAR) project that aimed to analyze the potential of materiality to radically transform the way English was taught and learned in an underprivileged public school in Spain. The CAR drew on new materialisms and new literacy studies to explore the relationship between matter and English language teaching from socioeconomic, sociocultural, and technological perspecti…
Deweyan Democracy, Neoliberalism, and Action Research
Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Development
This article describes the progress and findings of a research project, organized in the context of a university Masters course in Teaching English as a Foreign Language (TEFL), which aimed at translating the student-teachers’ (STs) funds of identity into worthwhile curricular proposals for the English as a Foreign Language (EFL) subject. The first part of the research involved 38 STs in three workshops through which they became aware of their ow…
Teaching English as a Non‐Imperial Language in an Underprivileged Public School in Spain
This article summarizes the processes and findings of a 2‐year collaborative action research ( CAR ) project that analyzed and aimed to counteract some of the most negative educational effects of English linguistic imperialism in the field of English language teaching ( ELT ) and, more concretely, in the context of English as a foreign language education in Spain. The CAR investigated the ramifications of this phenomenon in a primary school locat…
Why Should I Study English If I'm Never Going to Leave This Town?” Developing Alternative Orientations to Culture in the EFL Classroom through CAR
This article describes the progress and findings of a collaborative action research project on the cultural dimension in primary levels of EFL education in Valencia (Spain). Its aim was to explore whether the EFL subject tended to ignore the students¿ native cultural background, and if so, whether this omission brought negative pedagogical consequences. It involved ten student-teachers who were carrying out their practicum placements at schools i…
Creating and Implementing a Didactic Sequence as an Educational Strategy for Foreign Language Teaching
This text focuses on a didactic sequence (DS) which was put into practice during the school year 2011–2012 with 6th grade students from the public school Jaume I ''El Conqueridor'' of Catarroja (Valencia) in the area of Teaching English as a Foreign Language (TEFL). The DS was applied to the teaching of an expository text, and different pedagogic strategies—vocabulary redundancy, familiarity with the ideas involved, and a checklist to encourage s…
A Critique of Vygotsky's Misapprehension of Marx's “Phenomenal Forms”
A concept originally formulated in the context of Karl Marx's sociological investigations - the Erscheinungsformen, or phenomenal forms - plays a key role in relation to a number of educational inquiries, and has important heuristic value for them. Lev Vygotsky saw the concept of phenomenal forms as central to the original Marxian paradigm, and he deployed it as he developed his account of cognitive development in humans. Full development of the …
Marx y el ejemplo (sobre los límites de la racionalidad científica capitalista)
Este artículo pretende explicar: 1) qué modelo de racionalidad científica (con qué exigencias y qué postulados) subyace a la comprensión capitalista de la economía; 2) por qué ese modelo resultaría insuficiente para gestionar la realidad económica que Marx descubre —un descubrimiento (el de Marx) que implicó, de forma coherente, aportaciones adicionales a ese esquema de racionalidad; y, por último, 3) por qué el psicoanálisis de Sigmund Freud ocu…
Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Development
This article describes the progress and findings of a research project, organized in the context of a university Masters course in Teaching English as a Foreign Language (TEFL), which aimed at translating the student-teachers’ (STs) funds of identity into worthwhile curricular proposals for the English as a Foreign Language (EFL) subject. The first part of the research involved 38 STs in three workshops through which they became aware of their ow…
Teaching English as a Non‐Imperial Language in an Underprivileged Public School in Spain
This article summarizes the processes and findings of a 2‐year collaborative action research ( CAR ) project that analyzed and aimed to counteract some of the most negative educational effects of English linguistic imperialism in the field of English language teaching ( ELT ) and, more concretely, in the context of English as a foreign language education in Spain. The CAR investigated the ramifications of this phenomenon in a primary school locat…
Deweyan Democracy, Neoliberalism, and Action Research
Translanguaging and culturally sustaining pedagogies: A mutually dependent relationship
Translanguaging has increasingly been embraced in equity‐oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically and contextually, our comparative case‐to‐case synthesis examines this nexus in English foreign langu…
Matter, Literacy, and English Language Teaching in an Underprivileged School in Spain
This article analyzes the processes and findings of a collaborative action research (CAR) project that aimed to analyze the potential of materiality to radically transform the way English was taught and learned in an underprivileged public school in Spain. The CAR drew on new materialisms and new literacy studies to explore the relationship between matter and English language teaching from socioeconomic, sociocultural, and technological perspecti…
Marx y el ejemplo (sobre los límites de la racionalidad científica capitalista)
Este artículo pretende explicar: 1) qué modelo de racionalidad científica (con qué exigencias y qué postulados) subyace a la comprensión capitalista de la economía; 2) por qué ese modelo resultaría insuficiente para gestionar la realidad económica que Marx descubre —un descubrimiento (el de Marx) que implicó, de forma coherente, aportaciones adicionales a ese esquema de racionalidad; y, por último, 3) por qué el psicoanálisis de Sigmund Freud ocu…
Creating and Implementing a Didactic Sequence as an Educational Strategy for Foreign Language Teaching
This text focuses on a didactic sequence (DS) which was put into practice during the school year 2011–2012 with 6th grade students from the public school Jaume I ''El Conqueridor'' of Catarroja (Valencia) in the area of Teaching English as a Foreign Language (TEFL). The DS was applied to the teaching of an expository text, and different pedagogic strategies—vocabulary redundancy, familiarity with the ideas involved, and a checklist to encourage s…
A Critique of Vygotsky's Misapprehension of Marx's “Phenomenal Forms”
A concept originally formulated in the context of Karl Marx's sociological investigations - the Erscheinungsformen, or phenomenal forms - plays a key role in relation to a number of educational inquiries, and has important heuristic value for them. Lev Vygotsky saw the concept of phenomenal forms as central to the original Marxian paradigm, and he deployed it as he developed his account of cognitive development in humans. Full development of the …
Why Should I Study English If I'm Never Going to Leave This Town?” Developing Alternative Orientations to Culture in the EFL Classroom through CAR
This article describes the progress and findings of a collaborative action research project on the cultural dimension in primary levels of EFL education in Valencia (Spain). Its aim was to explore whether the EFL subject tended to ignore the students¿ native cultural background, and if so, whether this omission brought negative pedagogical consequences. It involved ten student-teachers who were carrying out their practicum placements at schools i…
Teaching English as a Non‐Imperial Language in an Underprivileged Public School in Spain
This article summarizes the processes and findings of a 2‐year collaborative action research ( CAR ) project that analyzed and aimed to counteract some of the most negative educational effects of English linguistic imperialism in the field of English language teaching ( ELT ) and, more concretely, in the context of English as a foreign language education in Spain. The CAR investigated the ramifications of this phenomenon in a primary school locat…
Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Development
This article describes the progress and findings of a research project, organized in the context of a university Masters course in Teaching English as a Foreign Language (TEFL), which aimed at translating the student-teachers’ (STs) funds of identity into worthwhile curricular proposals for the English as a Foreign Language (EFL) subject. The first part of the research involved 38 STs in three workshops through which they became aware of their ow…
Deweyan Democracy, Neoliberalism, and Action Research
Que voten los niños. Reflexiones en torno a una propuesta de David Runciman
De unos años a esta parte, el catedrático de Teoría política de la Universidad de Cambridge, David Runciman, viene defendiendo una extensión del derecho al voto que incluya a los niños y niñas en Educación Primaria, esto es, desde los seis años hacia adelante. No es el único: se trata de un debate vivo en algunos círculos académicos, que por el momento se concreta en la petición de rebajar la edad de sufragio a los dieciséis, como sucede en Austr…
Matter, Literacy, and English Language Teaching in an Underprivileged School in Spain
This article analyzes the processes and findings of a collaborative action research (CAR) project that aimed to analyze the potential of materiality to radically transform the way English was taught and learned in an underprivileged public school in Spain. The CAR drew on new materialisms and new literacy studies to explore the relationship between matter and English language teaching from socioeconomic, sociocultural, and technological perspecti…
Professional Development Through Teacher Research: Stories from Language Teacher Educators
Dewey’s Democratic Spiral and the Civil Rights Movement: Nonviolence, Art, and Social Inquiry
Careful reading of John Dewey’s The Public and its Problems reveals a weak point at the stage when a given public became self-aware and proceeded to seek representation in the institutions of the state. Aside from a general emphasis on art and science, Dewey’s political theory offered no concrete discussion of the means suitable for this phase of the democratic process. Furthermore, the dichotomy between violence and the peaceful means of art and…
Cultural capital, black holes, and the hidden curriculum: An analysis of grade repetition in Spain
In this article I explain the contradiction between the averagely high and equitable scores that Spanish students obtained in the last three editions (2015, 2018, and 2022) of the Program for International Student Assessment, and Spain's extremely high and unequitable rate of grade repetition in schools. After ruling out alternative explanations for this discrepancy, I explore the hypothesis that grade repetition in Spain is an effect of the hidd…
Is Democracy Therapeutic? A Deweyan Reading of the Institutions of Antipsychiatry
This article presents a Deweyan reading of the processes of critique, experimentation, and reform that took hold of a minority of psychiatric institutions in Western Europe during the nineteen-sixties and seventies, under the influence of the so-called Italian and British antipsychiatry movements. Framed within a specific understanding of the sixties, the article examines these complex theoretical and institutional operations against the backgrou…
Introduction: The Two Turns
Translanguaging and culturally sustaining pedagogies: A mutually dependent relationship
Translanguaging has increasingly been embraced in equity‐oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically and contextually, our comparative case‐to‐case synthesis examines this nexus in English foreign langu…
De Kafka a Heller: Modulaciones de lo kafkiano en la sociedad norteamericana de posguerra
Este artículo propone una lectura kafkiana de los dos primeros libros del escritor norteamericano Joseph Heller, Catch-22 (1961) y Something Happened (1974). Tras reconstruir la esencia de lo kafkiano en relación con el espacio familiar, el artículo rastrea sus modulaciones en la obra de Heller, cuyos dos primeros libros transitaron entre la familia y la burocracia, al igual que lo hizo Kafka. A partir de ahí, el artículo propone que lo kafkiano …
Sociology (11 works) · Pedagogy (9 works) · Philosophy (8 works) · Psychology (7 works) · Mathematics education (6 works) · Philosophy (6 works) · Political science (6 works) · Linguistics (5 works) · Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works)