Kate Alice Garnett, in fulfilling the requirements for the EdD in Educational and Professional Practice, has written and published a dissertation titled Educators Remedying Linguicism Through Critical Language Awareness and Critical Trans/Multilingualism: Towards Planetary Justice.
Unexamined language biases erode linguistic and cultural diversity, disseminate violence and discrimination, and impact biological life on Earth. The aim of this dissertation is to investigate how a critical understanding of language use, language ideologies, and linguicism can influence educators’ praxis and identities. Specifically, the research explores how Critical Language Awareness (CLA) impacts educators’ relationships with language and linguicism toward planetary justice.
Garnett used Critical Pedagogy and Transformative Learning paradigms as the theoretical framework. She designed and examined participants’ involvement in a 6-week teacher educator course entitled Humane Language Education. The course enabled participants to analyze and address language injustices individually, communally, and globally. This dissertation addresses the critical need to examine these issues within teacher education, filling literature gaps in language education, critical pedagogy, and trans/multilingualism. Her research posits the transformative potential of CLA and trans/multilingual competencies in teacher education for more equitable schools, societies, and planetary relations.
Read and download Garnett’s dissertation, Educators Remedying Linguicism Through Critical Language Awareness and Critical Trans/Multilingualism: Towards Planetary Justice, here.
