Vietnamese Teaching Practitioners as Doctoral Students Learning-to-Teach, Teaching, and Assessing Students of and for Social Justice

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Author(s): Phuong Thi Hong Cao (Victoria University of Wellington, New Zealand & Hanoi National University of Education, Vietnam) and Tung Ngoc Vu (University at Albany, State University of New York, USA)
Copyright: 2023
Pages: 19
Source title: Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication
Source Author(s)/Editor(s): Eleni Meletiadou (London Metropolitan University, UK)
DOI: 10.4018/978-1-6684-5083-3.ch005

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

This chapter presents a reflective account of two practitioners, doctoral students from Vietnam learning to teach, teaching and assessing students in teritary EFL context for interculturality. Informed by King and Kasun's social justice framework, the researchers employed a duo-ethnographic approach to exploring their transnational process of co-constructing knowledge of social justice and transforming into responsible educators for interculturality. Data revealed that the researched participants' educational backgrounds, overseas engagement, and research-to-pedagogy perspectives have facilitated their sense of intercultural communication, which in turn shaped their socially-just personal, academic, and professional decisions.

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Vietnamese Teaching Practitioners as Doctoral Students Learning-to-Teach, Teaching, and Assessing Students of and for Social Justice

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