Resistance to the Known

1. Front Matter

   Pages i-xiii

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2. Introduction: Conceptualizing ‘the Known’ and the Relational Dynamics of Power and Resistance

   1. Introduction: Conceptualizing ‘the Known’ and the Relational Dynamics of Power and Resistance

      • Damian J. Rivers

      Pages 1-20

3. Countering Micro-Processes in Local Contexts

   1. Front Matter

      Pages 21-21

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   2. Language-Learner Tourists in Australia: Problematizing ‘the Known’ and its Impact on Interculturality

      • Phiona Stanley

      Pages 23-46

   3. A Greek Tragedy: Understanding and Challenging ‘the Known’ from a Complexity Perspective

      • Achilleas Kostoulas

      Pages 47-70

   4. Symbolic Violence and Pedagogical Abuse in the Language Classroom

      • Jacqueline Widin

      Pages 71-93

   5. The Authorities of Autonomy and English Only: Serving Whose Interests?

      • Damian J. Rivers

      Pages 94-118

4. Countering Macro-Processes in National Contexts

   1. Front Matter

      Pages 119-119

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   2. On the Challenge of Teaching English in Latin America with Special Emphasis on Brazil

      • Kanavillil Rajagopalan

      Pages 121-143

   3. Dialogizing ‘the Known’: Experience of English Teaching in Japan through an Assay of Derivatives as a Dominant Motif

      • Glenn Toh

      Pages 144-167

   4. The Impossibility of Defining and Measuring Intercultural Competencies

      • Karin Zotzmann

      Pages 168-191

   5. Transcending Language Subject Boundaries through Language Teacher Education

      • Suzanne Burley, Cathy Pomphrey

      Pages 192-215

   6. English-as-Panacea: Untangling Ideology from Experience in Compulsory English Education in Japan

      • Julian Pigott

      Pages 216-234

   7. Epilogue

      • Damian J. Rivers

      Pages 235-237

5. Back Matter

   Pages 238-243

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This volume stands as a demonstration of resistance to 'the known' (i.e. the tyranny of the expected) through individual and collective counter-conduct within the domain of language education. Supported by data drawn from various local and national contexts, the book challenges the pedagogies, practices, and policies of 'the institution'.

• Foreign language education
• EFL
• ESL
• TESOL
• pedagogy
• critical theory
• English
• Greek
• language
• language classroom
• teacher education
• teaching English

• Future University Hakodate, Hokkaido, Japan

  Damian J. Rivers

Phiona Stanley, University of New South Wales in Sydney, Australia Achilleas Kostoulas, Independent Scholar, Greece Jacqueline Widin, University of Technology Sydney, Australia Damian J. Rivers, Future University Hakodate, Japan Kanavillil Rajagopalan, State University at Campinas (UNICAMP), Brazil Glenn Toh, EAP Teacher, Japan Karin Zotzmann, University of Southampton, UK Suzanne Burley, London Metropolitan University, UK Cathy Pomphrey, Education Consultant, UK Julian Pigott, Ritsumeikan University in Kyoto, Japan

Policies and ethics