Aprendendo com Ryuko Kubota

linguística aplicada, raça, identidade e abordagens críticas

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Linguística Aplicada, raça, identidade, abordagens críticas

Resumo

Desde os anos 1990, Ryuko Kubota tem pesquisado temas relacionados à raça, identidade e abordagens críticas de formação de professores na área de Linguística Aplicada (LA). Recentemente, sua produção inclui a relevância da translinguagem e seu trabalho contínuo com as Sister Scholars. Nesta entrevista, fruto do nosso interesse nas discussões propostas pela pesquisadora, Kubota discute os desafios que a LA tem enfrentado nos últimos anos, bem como as complexidades de se trabalhar no Norte Global. Ademais, a estudiosa fornece contribuições valiosas sobre uma pedagogia antirracista e o papel do educador Paulo Freire no ensino de língua inglesa.

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Referências

ACCENTS (Fair Housing PSA). [S. l.: s. n.], 2008. 1 video (1 min). Published by the channel The Leadership Conference. Available at: https://www.youtube.com/watch?v=84k2iM30vbY. Accessed on: 12 Apr. 2022.

CURTIS, A.; ROMNEY, M. (Eds.) Color, race, and English language teaching: Shades of meaning. Mahwah, NJ: Routledge, 2006.

KUBOTA, R. Critical antiracist pedagogy of English as an additional language. ELT Journal, v. 75, n. 3, p. 237-246, 2021. DOI: 10.1093/elt/ccab015. Available at: https://doi.org/10.1093/elt/ccab015. Accessed on: 26 Feb. 2022.

KUBOTA, R. Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, v. 37, n. 5, p. 467-480, 2016. DOI: 10.1080/01434632.2015.1071825. Available at: http://www.tandfonline.com/doi/full/10.1080/01434632.2015.1071825. Accessed on: 26 Feb. 2022.

KUBOTA, R. Race and language learning in multicultural Canada: Towards critical antiracism. Journal of Multilingual and Multicultural Development, v. 36, n. 1, p. 3-12, 2015. DOI: 10.1080/01434632.2014.892497. Available at: http://dx.doi.org/10.1080/01434632.2014.892497. Accessed on: 26 Feb. 2022.

KUBOTA, R.; LIN, A. Race, culture, and identities in second language education: Introduction to research and practice. In: KUBOTA, R.; LIN, A. (Eds.) Race, culture, and identity in second language education: Exploring critically engaged practice. New York, NY: Routledge, 2009, p. 1-22.

KUBOTA, R. Critical approaches to culture and pedagogy in foreign language contexts. In: SHARKEY, J.; JOHNSON, K. E. (Eds.) The TESOL Quarterly dialogues: Rethinking issues of language, culture and power. Alexandria, VA: TESOL, 2003, p. 114-121.

MOTHA, S. Race, empire, and English language teaching: Creating responsible and ethical anti-racist practice. New York, NY: Teachers College Press, 2014.

SEO, Y.; KUBOTA, R. Exploring lived experiences of Black female English teachers in South Korea: Understanding travelling intersectionality and subjectivities. Language, Culture and Curriculum, v. 36, n.1, p. 21-38, 2023. DOI: 10.1080/07908318.2022.2045303. Available at: https://doi.org/10.1080/07908318.2022.2045303. Accessed on: 03 May 2022.

SISTER SCHOLARS. Strategies for sisterhood in the language education academy. Journal of Language, Identity, and Education. 2021. DOI: 10.1080/15348458.2020.1833725. Available at: https://doi.org/10.1080/15348458.2020.1833725. Accessed on: 26 Feb. 2022.

SOUSA SANTOS, B. The end of the cognitive empire: the coming of age of epistemologies of the South. Durham, NC: Duke University Press, 2018.

VILLEGAS TORRES, P.; STUKAN, D. Racial bias within the TESOL profession and its implications in the EFL context: Interview with Ryuko Kubota. MEXTESOL Journal, v. 43, n. 1, p. 1-9, 2019. Available at: http://www.mextesol.net/journal/index.php?page=journal&id_article=5693. Accessed on: 10 Feb. 2022.

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Publicado

01-09-2023

Edição

Seção

Número Temático: Translanguaging and Language Policy in the Global South (Lançamento em 2023)