📢We’re excited to announce that our PCE 2019 in Liverpool is jointly organised with the Global Issues SIG (GISIG)!  Keep checking here for new info!

This term can be loaded with both positive and negative connotations depending on your perspective and teaching context. Is it our part of our professional mandate to be social justice warriors?

Key questions will include:

  • Is it our job as language educators to bring issues of social justice into the classroom?
  • How do we create lessons that inspire our students to improve the social conditions around them?
  • What activities can we do in our lessons that enable students to engage fully with the topic?
  • Most importantly, how do we develop our own approaches to involving these types of topics in our varying teaching contexts?

If you value the potential for ELT to meaningfully involve students in global issues around us all yet are unsure of our roles as teachers in this scope, come to our PCE in Liverpool 2019 and engage with these challenges through a balanced mix of plenaries, short talks, and open space sessions, which will shape the discussions through emergent and relevant paths to us. Plus, we’ll celebrate the opportunities to connect our two SIG communities and take advantage of the networking that this event represents.

REGISTER HERE: https://conference.iatefl.org/booking.html

Day schedule

Here is a draft schedule for our PCE day. Bits and pieces are subject to change. We will have a full PCE program available in the new year.
8:00 – Registration @ Liverpool ACC
9:30 – Welcome to PCE
10:00 – Coordinator greeting
10:15 – Opening talk
11:00 – Session A: Short talks
11:50 – Mini-break
12:00 – Open space breakouts with Session A speakers
12:30 – Lunch
2:00 – Session B: Short talks
3:00 – Open space breakouts with Session B speakers

3:30 – Afternoon break
4:00 – Closing talk
4:45 – Wrap-up commentary

Our talks

We will begin and end our day with 30-minute talks that inspire thoughts somewhat broadly and then tie ends together. In between, part of our day includes engaging, pedagogical, practical short talks on the intersection of social justice AND teacher development. These talks will be 15 mins in length. Our speakers will also facilitate an Open Space session for a small group to talk more deeply about their subtopics (see purple areas in ‘Day schedule’).

Steve Brown, University of the West of Scotland (UK)
What’s so funny ‘bout peace, love and understanding?
The term Social Justice Warrior tends to be used pejoratively to mock anyone who seeks to promote equality, equity or human rights for all. This is unsurprising, given the connotations of aggression and self-righteousness that are embedded within the term. In this plenary, I argue that the promotion of social justice should not be seen as radical or extreme, but is in fact a fundamental responsibility for all teachers. The real location of extremism and aggression is, in fact, in the dominant, neoliberal ideology that drives global society, and which the ELT profession is currently complicit in promoting.

Aymen Elsheikh, Texas A&M University of Qatar (Qatar)
A glocalized framework for English as a Medium of Instruction (EMI)
This talk offers a suggestion for a glocalized EMI framework that focuses on three dimensions: EMI curriculum, pedagogy, and teacher development. Specifically, the framework emphasizes making EMI relevant to the local context and culture, promotion of multilingualism, English as a lingua franca/international language rather than correctness/native-speaker fluency, and a critical stance toward imported materials and pedagogies. To conclude the talk, the presenter argues that, by bringing the global into the local and vice versa, language teaching and teacher training decisions will be better informed and more likely to contribute to a better balanced and morally sound educational experience.

Mandana Arfa-Kaboodvand, Westminster International University in Tashkent (Uzbekistan)
Do no harm: Potential risks of teaching about social justice
In this presentation, I will argue that before providing appropriate training for the teachers, including some of the topics relating to social justice in the syllabus may lead to undesirable consequences. Besides creating awareness about the concept of social justice, the training should encourage the teachers to have sensitivity towards and knowledge about the community they work in, in the interest of the students, themselves and even the community at large. I will provide examples to demonstrate the potential risks and then accordingly discuss some possible points to be included in the training.

Joan Macphail, Cambridge DELTA assessor (UK)
Language, issues, attitudes, humour – their roles in raising awareness
Language can affect or direct us, through discourse features and implicature. Connotations associated with certain ‘buzz’ words can incite, excite or annoy us. How can we explore our own assumptions or biases and why should we? Does it help to bring humour into the mix? Considering some of the ‘issues’ raised, we look at the phenomenon of polarisation and consider alternative positions that can be adopted. As professionals are we obliged to address such issues? Considering the Ifs, Whys and Hows – how could we encourage and develop student awareness of social issues?

Sergio Iván Durand Sepúlveda, Universidad Veracruzana & Benémerita Escuela Normal Veracruzana (Mexico)
Becoming a social justice warrior: representing discriminated ethnicities positively
ELT materials are not only pedagogical sources, they actively build a vision of reality, thus reproducing, legitimising and perpetuating certain hegemonic discourses. Even if injustice and inequalities are denounced in some of these materials, discriminated ethnicities are commonly represented as helpless, vulnerable, passive entities confirming the current status quo. During this short talk, I will expand on how through teacher development we language teachers can become professionals who confront, implicitly and explicitly, these passive constructions and build through our teaching practice and material design strong, active, combative representations of such discriminated ethnicities in order to give them their voice back.

We’am Handan, British Council (Palestine)
How to sensitively tackle gender-based issues in challenging contexts
The first way to promote social justice in the classroom is to build a community of conscience. Sparking an open and uncensored conversation about social change in a male-dominated society that often marginalises women’s voices is challenging. It means delving into the unfamiliar. In this talk, I will explore methods I use with my students, both male and female, to get them to critically engage with gender-based issues here in Palestine. I will demonstrate how social issues such as woman’s rights and inequality can be sensitively tackled in the ELT classroom, especially in challenging contexts where these issues are critical.

Rose Aylett, CELTA/Trinity CertTESOL tutor (UK)
From the ground up: integrating criticality into initial teacher training
Today, the ability to think critically is recognised as a key twenty-first century skill, however critical thinking is often omitted from the syllabi of initial teacher training courses, e.g. CELTA. To promote social justice in education, we must start by teaching both teachers and students ‘how to think’ instead of simply ‘what to think’ (Altan, 2010). This talk will illustrate a number of ways in which the speaker has successfully integrated critical pedagogy into her initial teacher training courses, through careful selection of materials, timetabling and encouraging reflection on the kind of teacher candidates would like to become.

Lizzi Milligan, University of Bath (UK)
The global injustice of English Medium Instruction in low income contexts
In this presentation, I will argue that leaving learners and teachers to sink or swim in English medium classrooms in low income contexts is a global injustice. Drawing on current and recent research in Rwanda and Cameroon, I will highlight some of the key challenges facing teachers and learners in these contexts and, using Nancy Fraser’s theory of social justice, consider how this contributes to an unjust education system. I will also show that is very rare to find any recognition of such challenges in language-in-education policies or teacher training curricula. The presentation will invite us all to think about the ways that we can all be social justice warriors in advocating for greater support for these children both in learning English and learning in English.

 REGISTER HERE: https://conference.iatefl.org/booking.html

Past PCEs

2018 – Personalised teacher development – is it achievable? (joint with LAMSIG)
2017 – unLimiTeD PD with Technology (joint with LTSIG)
2016 – The Teacher’s Voice