Who benefits from Western forms of language teacher education?

This text discusses how modern Western European epistemicidium (cf. Paraskeva 2011, 2016; Santos, 2008) works in Portuguese schools and in language teacher education in what comes to bilingual/ bicultural students. It draws on critical theory and pedagogy (Au, 2012; Darder, 2015; Freire, 1975; 2013; Paraskeva, 2011, 2016; Torres Santomé, 2011, 2017) to analyse how the received field in language teacher education needs to be deterritorialized in order to properly address the roots of oppression that naturalizes the invisibility of bilingual/bicultural students in Portuguese schools.
CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT
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