Julian A Ledford
Biographic Data
| ID | 669354 |
|---|---|
| NAME | Julian A Ledford |
| GIVEN NAMES | Julian A |
| FAMILY NAME | Ledford |
| SIGNATURE | LEDFORD J A |
| AFFILIATIONS | Sewanee: The University of the South, TN, USA |
| ORCID | 0000-0003-3963-7677 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Building communities of critical inquiry in the language classroom
Addressing issues of power, difference, and social stratification is essential in language education, where systemic inequities shape classroom experiences. This study examines the design and impact of three targeted modules implemented in beginner and intermediate French courses at two U.S. institutions. Grounded in critical pedagogical principles, the modules focused on language and power, inclusive language practices, and cultural and intercul…
Joseph Boulogne, the Chevalier de Saint-George and the Problem With Black Mozart
This article discourages the implementation and use of the term Black Mozart as a popular descriptor for, arguably, the most influential Black composer, violinist, and fencer in 18th-century France: Joseph Boulogne, the Chevalier de Saint-George. By theorizing the term Black Mozart in the discursive frameworks of Fanon’s Black Skin, White Masks, Sartre’s Black Orpheus, and Ter Ellingson’s Myth of the Noble Savage, I reveal the epistemological and…
No prominent works on this page.
Joseph Boulogne, the Chevalier de Saint-George and the Problem With Black Mozart
This article discourages the implementation and use of the term Black Mozart as a popular descriptor for, arguably, the most influential Black composer, violinist, and fencer in 18th-century France: Joseph Boulogne, the Chevalier de Saint-George. By theorizing the term Black Mozart in the discursive frameworks of Fanon’s Black Skin, White Masks, Sartre’s Black Orpheus, and Ter Ellingson’s Myth of the Noble Savage, I reveal the epistemological and…
Building communities of critical inquiry in the language classroom
Addressing issues of power, difference, and social stratification is essential in language education, where systemic inequities shape classroom experiences. This study examines the design and impact of three targeted modules implemented in beginner and intermediate French courses at two U.S. institutions. Grounded in critical pedagogical principles, the modules focused on language and power, inclusive language practices, and cultural and intercul…
Art (1 work) · Art history (1 work) · Critical theory (1 work) · EFL/ESL Teaching and Learning (1 work) · Epistemology (1 work) · George (robot) (1 work) · Linguistics (1 work) · Literature (1 work) · Mathematics education (1 work) · MOZART (1 work)