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This volume argues that the domain of foreign language education is one in which the relationship between rigorous scholarship (theory creating) and daily practice (theory enacting) is stretched almost to breaking point. This is in addition to certain aspects of language education being disconnected from transparent discussions of ideology, politics, inequality and other facets of social life. The contributions challenge certain pedagogical practices that are seemingly imposed more for their vogue status and self-reward than for the actual theoretical integrity underpinning them. As an attempt to move toward the realization of a more responsible pedagogy, this volume adopts a position of postmodern resistance to a variety of 'knowns' prevailing within foreign language education. Drawing upon data from within multiple local and national contexts, the authors demonstrate a collective commitment to disrupting unwanted impositions of authority by challenging teachers and students to reflect more critically upon the networks of thought, belief and action that regulate their existence.
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