Laxmi Prasad Ojha
Biographic Data
| ID | 293230 |
|---|---|
| NAME | Laxmi Prasad Ojha |
| GIVEN NAMES | Laxmi Prasad |
| FAMILY NAME | Ojha |
| SIGNATURE | OJHA L P |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0002-2088-5921 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Towards transnational solidarity
“The best way to get to know a student is to know their community”
This study sought to investigate the impact of an English as a second language methodology course in which we asked pre-service teachers (PSTs) to visit the communities served by their field placement schools for their mentored teaching practices in a linguistic community walk project. We aimed to understand the impact of a linguistic community walk project on PSTs’ understanding of the existing disparities in access to community resources for pe…
Critical teacher education for equitable learning in multilingual classrooms
Addressing the ongoing calls to reform teacher education to prepare future teachers to serve students from diverse backgrounds, this introduction reviews recent developments in teacher education to situate our thematic issue on critical teacher education for equitable learning in multilingual classrooms. The five empirical papers and two commentaries included in this issue focus on the connection between language, power, and critical consciousnes…
Decolonizing higher education pedagogy
Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the h…
Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research
Consistent with recent calls to bridge the research–practice divide in second language acquisition, this article reports on the findings of a collaborative autoethnographic study that we, authors of this article, conducted as critical second language teacher educators. Conducting a series of constructive dialogues among ourselves for a semester, we focused on how our acts of reciprocal reflexivity were characterized by discussions and subsequent …
Language education policy and inequalities of multilingualism in Nepal
This chapter analyzes historical trajectories of Nepal’s language education policies, with a focus on space, status and ideologies of different languages. It deals with an overview of Nepal’s multilingual context, followed by critical analyses of past, present and the future of language education policies. The discourse of language policy and multilingualism has been a critical socio-political issue in Nepal. The 2015 Constitution redefines Nepal…
Decolonizing higher education pedagogy
Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the h…
Language education policy and inequalities of multilingualism in Nepal
This chapter analyzes historical trajectories of Nepal’s language education policies, with a focus on space, status and ideologies of different languages. It deals with an overview of Nepal’s multilingual context, followed by critical analyses of past, present and the future of language education policies. The discourse of language policy and multilingualism has been a critical socio-political issue in Nepal. The 2015 Constitution redefines Nepal…
Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research
Consistent with recent calls to bridge the research–practice divide in second language acquisition, this article reports on the findings of a collaborative autoethnographic study that we, authors of this article, conducted as critical second language teacher educators. Conducting a series of constructive dialogues among ourselves for a semester, we focused on how our acts of reciprocal reflexivity were characterized by discussions and subsequent …
Decolonizing higher education pedagogy
Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the h…
“The best way to get to know a student is to know their community”
This study sought to investigate the impact of an English as a second language methodology course in which we asked pre-service teachers (PSTs) to visit the communities served by their field placement schools for their mentored teaching practices in a linguistic community walk project. We aimed to understand the impact of a linguistic community walk project on PSTs’ understanding of the existing disparities in access to community resources for pe…
Critical teacher education for equitable learning in multilingual classrooms
Addressing the ongoing calls to reform teacher education to prepare future teachers to serve students from diverse backgrounds, this introduction reviews recent developments in teacher education to situate our thematic issue on critical teacher education for equitable learning in multilingual classrooms. The five empirical papers and two commentaries included in this issue focus on the connection between language, power, and critical consciousnes…
Towards transnational solidarity
Multilingual Education and Policy (5 works) · Sociology (5 works) · Pedagogy (4 works) · Global Education and Multiculturalism (3 works) · Linguistics (3 works) · Political science (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · Bilingual education (2 works) · Computer Science (2 works)