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Kate Alice Garnett Ed.D., is a 2024 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

  • Richard Kahn, Ph.D., Committee Chair

  • Kristine Tucker, Ed.D., Committee Member

  • Daniel Diaz Reyes, Ph.D., JD, Committee Member

Keywords

language justice, humane education, critical pedagogy, teacher education, translingualism, multilingualism, linguicism, planetary justice, critical language awareness, humane pedagogy

Document Type

Dissertation

Publication Date

2024

Abstract

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’ praxis, their lingua-cultural identities, and their relationships with language and linguicism towards planetary justice. These inquiries were examined through participants’ involvement in a 6-week teacher educator course designed by this researcher entitled Humane Language Education. The course aimed to enable participants to analyze and address language injustices individually, communally, and globally. Unexamined language biases erode linguistic and cultural diversity, disseminate violence and discrimination, and impact biological life on earth. This dissertation addresses the critical need for examining these issues within teacher education, filling literature gaps in language education, critical pedagogy, and trans/multilingualism. Research from the course generated three research papers presented in Chapter IV: Findings. The first paper, “Towards Language Justice: Teachers Using CLA and Trans/Multilingualism to Shift Praxis,” examines the dialects of language use, language ideologies, and linguicism in the contexts of participants’ roles as humane educators, exploring how CLA and trans/multilingual skills empowered educators to address linguicism. The second, “Exploring Lingua-Cultural Identities of Educators through CLA and Trans/Multilingual Competencies,” explores the impact of these skills on educators’ lingua-cultural identities. The third, “Humane Educators’ Visions of Languages’ Roles in Planetary Justice,” offers a thematic analysis of educators’ perspectives on language in the context of planetary liberation. Critical Pedagogy and Transformative Learning paradigms provide the theoretical framework. This research posits the transformative potential of CLA and trans/multilingual competencies in teacher education for more equitable schools, societies, and planetary relations. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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ORCID No.:0009-0001-8182-4858

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