Francesca Zambolin (University of Calgary) How do women write experiences of war when dominant narratives have marginalized their participation in the Resistance? Long overlooked, women’s narratives of the Italian Resistance (1943–1945) function as acts of counter-memory, challenging dominant, male-centered historiography and the literary canon. Drawing on the writings of four…

Angela Nsen Tem (Catholic University of Central Africa, Yaound) Violent conflicts and wars have plagued Africa for decades, prompting the UN to advocate for preventive diplomacy. However, current conflict prevention approaches neglect indigenous preventive practices, such as folk pedagogy in Isu. This study aims to explore the potential of Isu…

Tomáš Hoskovec (Cercle linguistique de Prague) À la différence de la « philosophie du langage », pratiquée dans nombre d’établissements académiques, qui, à force de vouloir prendre en considération tout ce qui ait jamais été dit au sujet du langage, se trouve facilement piégée dans l’incapacité de bien délimiter son sujet…

Mara Barbosa (Texas A&M University – Corpus Christi) The presence of harmful ideologies that associate Spanish and its U.S. varieties with backwardness and a lack of education poses significant challenges to second and heritage language education in the country. Previous research has shown that teachers and pre-service teachers are also…

Presented by Carlo Cinaglia (Michigan State University) Amid declining enrollment in US postsecondary world language education, understanding student perspectives and experiences with language learning is vital to advocate for language study. From a language policy perspective, top-down educational policies, such as institutional requirements for language study and program- mandated curriculum,…