Vander Tavares
Biographic Data
| ID | 6175614 |
|---|---|
| NAME | Vander Tavares |
| GIVEN NAMES | Vander |
| FAMILY NAME | Tavares |
| SIGNATURE | TAVARES V |
| AFFILIATIONS | University of Inland Norway |
| ORCID | 0000-0002-9954-4141 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Reproducing cultural normativity
Social justice pedagogies play a critical role in teachers’ work to address inequity and injustice in schools, which are increasingly characterised by socioeconomic and sociocultural complexity. This article examines the place of social justice pedagogies – including multilingual, multicultural, and translanguaging approaches – in a Norwegian language teacher education programme. Drawing on in-depth interviews with student teachers, the study exp…
International Students and Neoliberal English-Medium Higher Education
English has played an instrumental role in the materialization of efforts to internationalize higher education. However, ideologies of language and race, such as native-speakerism, raciolinguistics, and monolingual norms have not only remained rigidly embedded in English language education and use in academic contexts, but have also been reproduced and complexified through neoliberalism. This chapter contextualizes and problematizes the impact of…
Navigating the everydayness of raciolinguistic ideologies as a minoritized language teacher
Minoritized language teachers are known to face challenges in relation to their social identities from studying to become a language teacher to entering and remaining in the profession. Thus, a focus on minoritized teachers’ experiences is necessary to help teacher educators and scholars identify emergent and persistent issues, and in doing so, move towards reforming teacher education and teaching as a profession. In this paper, we explore the ex…
Between asset and deficit, a proxy to race and existing in the other
Reconstructions of Canadian Identity
In 1971, Canada became the first nation in the world to officially declare its bilingual and multicultural policies. This incisive collection examines what has changed over the past fifty years, highlighting the lived experiences of minoritized Canadians and offering insights into the critical work that lies ahead.
The social and linguistic integration experiences of Ukrainian refugees through community and urban education courses in Iceland
This study explores Ukrainian refugees’ perspectives on and experiences with courses aimed at developing L2 skills and facilitating social integration in Iceland. The theoretical framework draws on tenets of experiential education which emphasise learning through direct experience, active engagement, and reflection. The data originates from group interviews with seven Ukrainian refugees and individual interviews with two teachers of the courses. …
An inconvenient truth
In this article, we juxtapose two international contexts of higher education to critically examine both the situated complexity of (restrictive) ideologies of multilingualism and the ways such ideologies inform multilingual students’ choices of language use that contribute to their own epistemic exclusion in Canada and Germany. A content analysis of data from interviews and written reflections on language choice illustrates that the ideologies of…
Neoliberalism, native-speakerism and the displacement of international students’ languages and cultures
With the number of international students growing rapidly within (international) higher education, more attention has been focused on the need to consider international students’ experiences, particularly those from the global south, from more critical, ethical and qualitative perspectives. This paper examines how the lived experiences of three multilingual international students at a Canadian university were impacted by ideologies stemming from …
Teaching in Diverse Lower and Upper Secondary Schools in Norway
Teacher education programs must be able to prepare student teachers to work effectively with heterogeneous groups of students in ways that support the learning of all students and affirm their identities within growing neoliberal and neoconservative discourses. In Norway, classroom composition has also become more diverse, primarily due to a higher number of students of a transnational background. This paper explores student teachers’ experiences…
Feeling excluded
Many institutions of higher education have committed to the principles of equity, diversity, and inclusion (EDI). This collective move signifies an effort to identify and confront systemic issues of marginalisation and exclusion of minoritised groups in contexts of higher education. Nevertheless, international students are not always considered an equity-seeking group, despite the structural barriers international students face. As a result, inte…
Feeling excluded
Many institutions of higher education have committed to the principles of equity, diversity, and inclusion (EDI). This collective move signifies an effort to identify and confront systemic issues of marginalisation and exclusion of minoritised groups in contexts of higher education. Nevertheless, international students are not always considered an equity-seeking group, despite the structural barriers international students face. As a result, inte…
An inconvenient truth
In this article, we juxtapose two international contexts of higher education to critically examine both the situated complexity of (restrictive) ideologies of multilingualism and the ways such ideologies inform multilingual students’ choices of language use that contribute to their own epistemic exclusion in Canada and Germany. A content analysis of data from interviews and written reflections on language choice illustrates that the ideologies of…
Neoliberalism, native-speakerism and the displacement of international students’ languages and cultures
With the number of international students growing rapidly within (international) higher education, more attention has been focused on the need to consider international students’ experiences, particularly those from the global south, from more critical, ethical and qualitative perspectives. This paper examines how the lived experiences of three multilingual international students at a Canadian university were impacted by ideologies stemming from …
Feeling excluded
Many institutions of higher education have committed to the principles of equity, diversity, and inclusion (EDI). This collective move signifies an effort to identify and confront systemic issues of marginalisation and exclusion of minoritised groups in contexts of higher education. Nevertheless, international students are not always considered an equity-seeking group, despite the structural barriers international students face. As a result, inte…
Teaching in Diverse Lower and Upper Secondary Schools in Norway
Teacher education programs must be able to prepare student teachers to work effectively with heterogeneous groups of students in ways that support the learning of all students and affirm their identities within growing neoliberal and neoconservative discourses. In Norway, classroom composition has also become more diverse, primarily due to a higher number of students of a transnational background. This paper explores student teachers’ experiences…
Reconstructions of Canadian Identity
In 1971, Canada became the first nation in the world to officially declare its bilingual and multicultural policies. This incisive collection examines what has changed over the past fifty years, highlighting the lived experiences of minoritized Canadians and offering insights into the critical work that lies ahead.
The social and linguistic integration experiences of Ukrainian refugees through community and urban education courses in Iceland
This study explores Ukrainian refugees’ perspectives on and experiences with courses aimed at developing L2 skills and facilitating social integration in Iceland. The theoretical framework draws on tenets of experiential education which emphasise learning through direct experience, active engagement, and reflection. The data originates from group interviews with seven Ukrainian refugees and individual interviews with two teachers of the courses. …
An inconvenient truth
In this article, we juxtapose two international contexts of higher education to critically examine both the situated complexity of (restrictive) ideologies of multilingualism and the ways such ideologies inform multilingual students’ choices of language use that contribute to their own epistemic exclusion in Canada and Germany. A content analysis of data from interviews and written reflections on language choice illustrates that the ideologies of…
Neoliberalism, native-speakerism and the displacement of international students’ languages and cultures
With the number of international students growing rapidly within (international) higher education, more attention has been focused on the need to consider international students’ experiences, particularly those from the global south, from more critical, ethical and qualitative perspectives. This paper examines how the lived experiences of three multilingual international students at a Canadian university were impacted by ideologies stemming from …
International Students and Neoliberal English-Medium Higher Education
English has played an instrumental role in the materialization of efforts to internationalize higher education. However, ideologies of language and race, such as native-speakerism, raciolinguistics, and monolingual norms have not only remained rigidly embedded in English language education and use in academic contexts, but have also been reproduced and complexified through neoliberalism. This chapter contextualizes and problematizes the impact of…
Navigating the everydayness of raciolinguistic ideologies as a minoritized language teacher
Minoritized language teachers are known to face challenges in relation to their social identities from studying to become a language teacher to entering and remaining in the profession. Thus, a focus on minoritized teachers’ experiences is necessary to help teacher educators and scholars identify emergent and persistent issues, and in doing so, move towards reforming teacher education and teaching as a profession. In this paper, we explore the ex…
Between asset and deficit, a proxy to race and existing in the other
Reproducing cultural normativity
Social justice pedagogies play a critical role in teachers’ work to address inequity and injustice in schools, which are increasingly characterised by socioeconomic and sociocultural complexity. This article examines the place of social justice pedagogies – including multilingual, multicultural, and translanguaging approaches – in a Norwegian language teacher education programme. Drawing on in-depth interviews with student teachers, the study exp…
Political science (7 works) · Sociology (7 works) · Pedagogy (6 works) · Cultural diversity (4 works) · Global Education and Multiculturalism (4 works) · Psychology (4 works) · Second Language Learning and Teaching (4 works) · Higher education (3 works) · Ideology (3 works) · International Student and Expatriate Challenges (3 works)