Reimagining Peacebuilding Practices in L2 Teacher Education
A Multifaceted Enquiry into Language Teacher Educators’ Conceptualisation of Peace Praxis
Dados Bibliográficos
| ID | 12762640 |
|---|---|
| Autores | Akram Ramezanzadeh (0000-0002-6324-1755, Lorestan University), Masoomeh Estaji (0000-0002-8014-9491, Allameh Tabataba'i University, autor correspondente) |
| Ano | 2025 |
| Páginas | 1-16 |
| Data de publicação | 2025-11-03 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Language Identity & Education (JOURNAL) |
| Identificadores do periódico | ISSN: 1532-7701 • E-ISSN: 1534-8458 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15348458.2025.2574436 |
| OpenAlex | W4415823809 |
| Idioma | EN |
| Referências citadas | 57 |
Context (archaeology · Field (mathematics · Focus (optics · Peacebuilding · Perspective (graphical · Praxis · Qualitative research · Education for Peace and Conflict Resolution · Flannery O'Connor and Thomas Merton · Peace and Human Rights Education
Glocal Languages and Critical Intercultural Awareness
Soft versus Critical Global Citizenship Education
Thematic Analysis
Strategies for ensuring trustworthiness in qualitative research projects
Agonistic teaching
Troubling translanguaging
ELT as necessary evil
The practicality and relevance of peace in an EFL teacher training program
Attitudes toward World Englishes among Iranian English language learners
Tesol teacher educators in higher education
Peace Education in Iran
The connection between transcultural dispositions and translingual practices in academic writing
Southern voices in peace education
Peace education research in the twenty-first century
Global issues in a series of EFL textbooks and implications for end-users to promote peace education through teaching english
The role of Tesol in educating for peace
Introduction – French voices on plurilingualism and pluriculturalism
A definition of peace
Some reflections on the links between teacher education and peace education
Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning
Agonistic peace agreements? Analytical tools and dilemmas
Otherising Iran in American political discourse
Linguistic Citizenship in the EFL Classroom
Climate Change and Tesol
Conflict, Militarization, and Their After-Effects
Summit Meetings and International Relations
Using thematic analysis in psychology
Decolonizing English in Higher Education
Rethinking Global Englishes and Moving toward Reparative Redress for Language‐Minoritized and Racialized Tesol Practitioners
Theoretical and political implications of agonistic peace for decolonising peace education
Cultural Violence
Disaster linguicism
Teaching English through pedagogical translanguaging
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |