Imagining Black futures in world language education

Bibliographic Data

ID8936484
AuthorsL J Randolph (0000-0001-8430-0980, University of Wisconsin‐Madison Madison Wisconsin USA, corresponding author)
Year2024
Volume57
Issue2
Pages281-284
Publication date2024-06-01
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/flan.12767
OpenAlexW4399331779
LanguageEN
Citations received1
References cited4

As language professionals in any role (administrator, educator, researcher, etc.), it is imperative that we be constantly reflective of our own language experiences, perspectives, and ideologies.As the Foreign Language Annals editors note in the Editors' Message, centering reflexivity and positionality better informs and situates the claims that we make in our research.Beyond research, reflexivity helps bring to light the unique ways that we can have a positive impact on the teaching and learning of languages within our realms of influence.For those reasons, critically examining our language journeys is a reflective practice that has always been embedded within my teacher education courses and language courses (see Randolph & Clemons, 2024;Wooten et al., 2022).My students and I focus on our language journeys not merely as a way to acknowledge the limitations of our perspectives, but rather to center and celebrate the ways that our language journeys might guide and empower us to enact change.When you reflect on your language learning journey (along with the associated experiences, biases, challenges, and accomplishments), what does it reveal about the unique ways that you can contribute to and impact the profession

Economics · Financial economics · Futures contract · Linguistics · Sociology · Critical Race Theory in Education · Global Education and Multiculturalism · Global Educational Policies and Reforms · Philosophy · Psychology

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