This volume stands as a demonstration of resistance to ’the known’ (i.e. the tyranny of the expected) through individual and collective counter-conduct within the domain of language
education. Supported by data drawn from various local and national contexts, the professional experiences of the authors reveal how the pedagogies, practices, and policies of ’the
institution’ often reflect an imperative to provide a brand of language education disinterested with the ideological and political foundations of its own imposition. While being forthright in
its quest to resist and deconstruct certain ’knowns’, the primary sentiment underpinning this volume does not withhold the hand of reconciliation, recreation and reconstruction. As a project
of hope, this volume reminds all language educators that our role is multifaceted, continual and cast in service not of our special interest groups, our institutional paymasters, or
ourselves, but rather of the individual students who trust that our professionalism will support them in a self-authoring an empowering educational experience without compromising their
integrity as human beings.
