Critical reflection for transformative praxis in decolonizing language teacher education

Toward ontoepistemic freedom and pluralism

Datos Bibliográficos

ID21360118
AutoresKatrina Liu (0000-0002-0082-2253, College of Education, Department of Teaching & Learning University of Nevada Las Vegas Nevada USA, autor de correspondencia)
Año2025
Volumen109
Número3
Páginas671-685
Fecha de publicación2025-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaModern Language Journal (JOURNAL)
Identificadores de la revistaISSN: 0026-7902 • E-ISSN: 1540-4781
EditorialWiley (PUBLISHER • GB)
DOI10.1111/modl.13018
OpenAlexW4414016069
IdiomaEN
Citas recibidas2
Referencias citadas56

This article first provides a quick overview of language education in the context of colonialism and epistemicide, summarizing some of the roles that different approaches to language education and language teacher education have taken within those systems. It then briefly describes the theoretical foundations of critical reflection for transformative learning and its potential application as both analytical and pedagogical tools in teacher education before commenting on each article in this special issue in relation to its unique contribution to the development of transformative language teacher education through the engagement with stages in the cycle of critical reflection for transformative learning. It ends with notes toward a framework of critical reflection for transformative praxis in the context of decolonizing language teacher education for the ultimate goal of ontoepistemic freedom and pluralism

Critical reflection · Epistemology · Pedagogy · Pluralism (philosophy) · Praxis · Reflection (computer programming) · Sociology · Transformative learning · Adult and Continuing Education Topics · Global Education and Multiculturalism · Global Educational Policies and Reforms · Philosophy