and Justice for All is a hub for sparking ideas, creativity and innovation towards a more open and just world. Ideas from researchers, teachers and advocates for social justice and critical pedagogy are always welcome. The overarching goal is to close the gap between knowledge produced by teachers, students and researchers in order to share resources from across the globe.
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Yecid Ortega
I am a PhD candidate at OISE, University of Toronto in the Language and Literacies & Comparative, International, and Development Education Programs. My main research interests draw from ethnographic approaches and critical action research in language teacher education. I explore how social justice juxtaposes with concepts of culture, race, linguistics, human rights, and gender equality in different language teacher education programs (e.g., TESOL, EFL/ESL) in international contexts. |
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Publications
Selected articles:
Ortega, Y. (2020). “Rebeldes en acción”: A case study in English teaching in a marginalized Colombian high school. In L. M. Berger (Ed.), Social justice and international education: Research, practice, and perspectives (pp. 111–134). NAFSA: Association of International Educators.
Information here
Ortega, Y. (2019). “Teacher, ¿Puedo hablar en Español?” A reflection on plurilingualism and translanguaging practices in EFL. Profile: Issues in Teachers’ Professional Development, 21(2), 155-170.
Download here
Ortega, Y. (2018). Plurilingualism in the new era: A conversation with Enrica Piccardo. Argentinian Journal of Applied Linguistics. 6(1), 75-91.
Download here
Selected book chapters:
Ortega, Y. (2019). Peacebuilding and Social Justice in English as a Foreign Language: Classroom Experiences from a Colombian High School. In E. A. Mikulec, S. Bhatawadekar, C. T. McGivern, & P. Chamness (Eds.), Readings in Language Studies Volume 7: Intersections of Peace and Language Studies (Vol. 7, pp. 63–90). International Society for Language Studies.
Download here
Ortega, Y. (2019). “How Do You Spell `Capital?'” Examining Colombia's English Language Policy Through Critical Lens. In Kyria Finardi (Ed.), English in the south (pp. 195-226). EDUEL
Download here
Ortega, Y. (2020). “Rebeldes en acción”: A case study in English teaching in a marginalized Colombian high school. In L. M. Berger (Ed.), Social justice and international education: Research, practice, and perspectives (pp. 111–134). NAFSA: Association of International Educators.
Information here
Ortega, Y. (2019). “Teacher, ¿Puedo hablar en Español?” A reflection on plurilingualism and translanguaging practices in EFL. Profile: Issues in Teachers’ Professional Development, 21(2), 155-170.
Download here
Ortega, Y. (2018). Plurilingualism in the new era: A conversation with Enrica Piccardo. Argentinian Journal of Applied Linguistics. 6(1), 75-91.
Download here
Selected book chapters:
Ortega, Y. (2019). Peacebuilding and Social Justice in English as a Foreign Language: Classroom Experiences from a Colombian High School. In E. A. Mikulec, S. Bhatawadekar, C. T. McGivern, & P. Chamness (Eds.), Readings in Language Studies Volume 7: Intersections of Peace and Language Studies (Vol. 7, pp. 63–90). International Society for Language Studies.
Download here
Ortega, Y. (2019). “How Do You Spell `Capital?'” Examining Colombia's English Language Policy Through Critical Lens. In Kyria Finardi (Ed.), English in the south (pp. 195-226). EDUEL
Download here
