The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
Social justice language teacher education is a response to the
acknowledgement that there are social/societal inequities that shape access to
learning and educational achievement. In social justice language teacher
education, social justice is the driving force and primary organizational device
for the teacher education agenda. What does “social justice” mean in diverse
global locations? What role does English play in promoting or denying equity?
How can teachers come to see themselves as advocates for equal educational
access and opportunity? This volume begins by articulating a view of social
justice teacher education, followed by language teacher educators from 7
countries offering theorized accounts of their situated practices. Authors
discuss powerful components of practice, and the challenges and tensions of
doing this work within situated societal and institutional power structures.