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This paper contributes to southern theorization of multilingualisms. Noting the predominance of northern-generated academic debates, we discuss perspectives from close engagement with southern socio-historical and political contexts, and through prioritizing community and teacher outlooks on multilingualism. Our account is illustrated with examples of linguistic citizenship that highlight local agency and dialogue in border-crossing across multiple linguistic and institutional regimes. Drawing on examples from our research in Brazil, South Africa and Australia, we focus on four agentic multilingual moves that illustrate linguistic citizenship and challenge coloniality. Each of these moves (contestation, transgression, negotiation, and conversation) implies that teachers must situate their work within relationships of reciprocity, and 'from below.'

This article contributes to studies of race and class in English Language Teaching (ELT) by examining the local production of meanings in pedagogical encounters mediated by global textbooks, focusing on racialized occupational hierarchies in Brazil. We seek to locate these meanings in the interpretative frames provided by the experiences of two Black, first-generation university students, which we connect to dehumanizing histories of labor relations and narrow textbook representations. The findings suggest that Brazilian ELT, through its reliance on global textbooks, presents interactional scenarios that are often the site of racial humiliation. Following Grosfoguel and Sousa Santos' conceptualization of racial oppression, we identify racialized orders of being as an analytical category that allows for connections to be made between political economy and language education, including as part of anti-racist pedagogical efforts.

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This article contributes to studies of race and class in English Language Teaching (ELT) by examining the local production of meanings in pedagogical encounters mediated by global textbooks, focusing on racialized occupational hierarchies in Brazil. We seek to locate these meanings in the interpretative frames provided by the experiences of two Black, first-generation university students, which we connect to dehumanizing histories of labor relations and narrow textbook representations. The findings suggest that Brazilian ELT, through its reliance on global textbooks, presents interactional scenarios that are often the site of racial humiliation. Following Grosfoguel and Sousa Santos' conceptualization of racial oppression, we identify racialized orders of being as an analytical category that allows for connections to be made between political economy and language education, including as part of anti-racist pedagogical efforts. [ABSTRACT FROM AUTHOR]

The present work, of qualitative descriptive, part of reflections about the contributions of Michel Foucault in the educational field. Considering the theme care of yourself, has as objective to present how the denaturalization of knowledge emerges as theme beyond discussions about standardization and discipline of the subject. Through the joint between processes of subjectivation and si care practices, new issues and new categories are mobilized to (re) thinking about the agenda of discussions around education today. [ABSTRACT FROM AUTHOR]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)