Transforming World Language Teaching and Teacher Education for Equity and Justice

1) Written for senior undergraduates and graduate students studying climate change, particularly for those with a limited science background. 2) Draws on research from the latest IPCC (2022) Climate Mitigation Report to make it the most up-to-date resource available. 3) Will appeal to those in government and private sectors who are seeking an easy-to-follow overview of climate change issues. 4) While written for Australian readers, the book adopts an international perspective throughout.This edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. Over the past decade, demand has been growing for a more critical approach to teaching languages and cultures: in response, this volume brings together a group of scholars whose work bridges the fields of world language education and critical approaches to education. Within the current US context, the chapters address the following key questions: (1) How are pre-service or in-service world language teachers/professors embedding issues, understandings, or content related to social justice, human rights, access, critical pedagogy and equity into their teaching and curriculum? (2) How are teacher educators preparing language teachers to teach for social justice, human rights, access and equity?