Learning English by questioning the powers that oppress the environment, the right to decent work, and social justice is not new. Since the early 1990s, there has been debate about teacher reflection for, in, and on practice, but we have rarely discussed the underlying intentions of our actions in the classroom. What are our beliefs? What do we mean by teaching English to educate citizens? What kind of democracies do we promote in foreign language classrooms? This book does not aim to provide definitive answers to these questions, but it does offer examples of transformation that challenge who we are and whom our practices serve. The goal is to transform our individual contexts into a collective aware of the hegemonic power of the English language, where knowing it becomes the primary tool for reclaiming territory and educating citizens free from historical oppression.

This book is included in DOAB.