Community Fieldwork In Teacher Education: Theory And Practice (Routledge Research In Teacher Educati
Matty Fiedler
My research area broadly covers the intersection of language, society, and education. My specific research interests include language education policy; multilingual education/literacies/pedagogies; translanguaging; critical applied linguistics/sociolinguistics/TESOL; decoloniality and Indigenous education; social justice/equity; community engagement/agency/advocacy/activism; and teacher education. I take engaged and interdisciplinary perspectives to investigate ideologies, discourses, and impacts of educational policies and plans, particularly language policies, on social justice and equity in Indigenous/racialized and language minoritized communities. I focus on how global ideologies (e.g., neoliberalism and development) shape the creation and implementation of local educational policies, plans and practices and examine their role in social justice and equity. My theoretical perspectives are informed largely by decoloniality, anthropology/ethnography of policy, critical applied linguistics, and transformative learning to explore the ideologies shaping the creation, interpretation, and implementation of policies, curricula and pedagogies and unpack how they affect multilingualism, epistemic diversities, identities and learning of Indigenous youth and minoritized language speakers. I adopt participatory, social semiotic, engaged ethnographic and Indigenous methodological approaches to work with the communities of Indigenous people (parents, youth and activists), teachers/teacher educators, policymakers and non-government organizations to create education policies and pedagogies that recognize the languages, literacies, epistemologies, stories, histories, cultures, and places of Indigenous/racialized and minoritized language speakers as transformative resources for building equitable educational spaces. As an Indigenous Yaakthung, teacher educator and critical applied linguist, I embrace educational research as a collaborative and transformative tool to build critical awareness, agency, advocacy and activism of the communities of teachers, youth, parents, and the public for equitable educational policies, plans and practices. I supervise and mentor students and provide consultancy services in the following areas:
Community Fieldwork in Teacher Education: Theory and Practice (Routledge Research in Teacher Educati
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2020. (with B. K. Sharma) Regimes of linguistic entrepreneurship: neoliberalism, the entanglement of language ideologies and affective regime in language education policy. Multilingua, DOI: -2020-0031
2023. Engaged Ethnographic Research with Indigenous Communities: Insights from a Language Policy Study in Nepal. In E. S. Huaman & E. D. Martin (eds.), Indigenous research designs: Transnational perspectives and practice. Canadian Scholars.
2021 (with H. Rawal & P. I. Costa). Dialogue as a decolonial effort: Nepali youth transforming monolingual ideologies and reclaiming multilingual citizenship. In K. Heugh, C. Stroud, K. Taylor-Keech, & P. I. De Costa (Eds). A Sociolinguistics of the South. Routledge.
2017 Translanguaging as resource in English language teaching: A response to unplanned language education policies in Nepal. In H. Kuchah, & F. Shamim (eds.). International perspectives in teaching English in difficult circumstances (pp. 49-70). Palgrave McMillan.
I am an Indigenous Yaakthung/Limbu from Nepal. I was born and raised in a rural village, Lumde/Phakfokthum, in the hills of the eastern Himalaya. I grew up in an agrarian lifestyle in the village. I love farming, mainly ox ploughing.
I completed my primary education (grade 1-5) from a public school in the village and secondary education (grade 6-10) from a public school in a neighboring village. I walked (mostly bare foot) about 2-3 hours every day for my secondary level of education.
In 2020, I joined the Chinese University of Hong Kong. I taught applied linguistics courses and worked as the Director of the Program. I received two direct grants and one GRF to do research on multilingualism, family language policy and ethnic minority communities.
In 2023, I joined Teachers College, Columbia University as an associate professor in International and Comparative Education program. I teach and research educational policies, language policies, bi/multilingual education, social justice and equity, Indigenous language education and decolonial praxis from international and comparative perspectives.
2017-2020. (PI) Enhancing Access Quality and Sustainability of Teacher Training/Education through the Use of ICTs and Distance Delivery Modes (collaborative project between Kathmandu University, Tribhuvan University and OsloMet University, Norway, funded by NORAD)
2023 Theorizing research findings: workshops for faculty members of Tribhuvan University. Organized by the Central Department of Education and Open and Distance Education Centre, Tribhuvan University, Nepal. May 28, 2023
2022 (plenary) Decolonizing English language education (ELE): Theory, praxis and implications. SONAPLES (Sociedad Nacional de Profesores de Lenguas Extranjeras en la Enseanza Superior) 22nd Conference entitled Interculturalism, Multiculturalism, and Decolonization in Language Teaching and Learning. Osorno, Chile, November 16-18,
2022 (plenary). Transformation as becoming: Understanding implicit and explicit transformations in participatory research. The 3rd International Conference on Transformative Educational Research and Sustainable Development (TERSD-22), Kathmandu University School of Education, Nepal.
2022. Indigenous Knowledge, Decoloniality and Resisting Deficit Ideologies: Lessons from the Grassroots. The Indigenous Knowledge and the Academy SIG (IKA SIG), Comparative and International Education Society.
2022. Language ideologies, multilingual performances, and language policy of Nepali ethnic minority families in Hong Kong. Sociolinguistic Symposium (SS24): Inside and beyond binaries. Ghent University.
2021. Translanguaging in EMI classroom: Theorizing translanguaging as a space of simultaneity. Multidisciplinary Approaches in Language Policy and Planning Online Conference. McGill University's Faculty of Education, Montral, Canada.
2020. (July 25) Becoming a qualitative researcher: Focus on critical perspectives. Research colloquium organized by Far-Western University Teachers' Association (FWUTA) Central Campus, Far-Western University, Nepal
2020. (July 6) Researching critical and social justice issues in education. Research methodology workshop (online) organized by Research Centre for Educational Innovation and Development (CERID), Tribhuvan University, Nepal.
2019.The role of medium of instruction in the early grades. Invited talk for the representative of local government, teachers and journalists organized by Education Journalists Group (EJG), Kathmandu.
2019. The role of medium of instruction in the early grades. Invited talk for the representative of local government, teachers and journalists organized by Education Journalists Group (EJG), Bardibaas Province 2.
2019. The role of medium of instruction in the early grades. Invited talk for the representative of local government, teachers and journalists organized by Education Journalists Group (EJG), Ilam, Province 1.
2019. Indigenous language education in a neoliberal regime: Identity, ideologies and activism. A colloquium organized with Peter De Costa at American Association for Applied Linguistics (AAAL) in Atlanta.
2018. Does social justice matter in education? Scales of (in)justice, neoliberalism and diversity in education [an invited talk]. Research Centre for Educational Innovation and Development (CERID), Tribhuvan University, Nepal (17 January)
2017. Multilingual education: Policies, Misconceptions and Pedagogies [an invited talk]. In an interaction program on Language Policy and its Way Forward organized by National Foundations for Development of Indigenous Nationalities, Lalitpur, Nepal. (8/11/2017)
2017. Dialogue as a decolonial effort: Nepali youth transforming monolingual ideologies (with Rawal, H., & De Costa, P. I). Language Policy Research Network (LPREN) colloquium paper presented at The International Association of Applied Linguistics 2017 Conference, Rio de Janeiro, Brazil.
2017. Criteria for determining official languages in the changed political context of Nepal (With C.M. Bandhu and D. R. Regmi). An invited paper for Language Commission (Government of Nepal), July 12, Kathmandu.
2016. From linguistic nationalism to linguistic neoliberalism: Impacts of language ideologies on multilingual education policies and practices in Nepal. AAAL Conference, Orlando, Florida, April 9-12, 2016.
2013. What counts as language? Whose language counts? Language ideologies in language policy (Colloquium Chair and Organizer: Council on Anthropology & Education, 112th annual meeting of American Anthropological Association (AAA), Chicago, USA, November 20-24.
2013. What counts as a language and whose language is counted? Ideologies of multilingual education in Nepal. A paper presented at the 12th annual meeting of American Anthropological Association (AAA), Chicago, USA, November, 20-24.
2013. Indigenous people in the street: Turbulent politics, redefining nationalism and multilingual identity. Paper presented in the Open Society Foundations Spring Conference, New York, USA, March 1-2.
2011. Does a policy work? Elitism, monolingual hangover and displacement of local language from Nepalese primary school? Paper presented in the 9th International Conference of Language and Development, Language and Social Cohesion, Colombo, Sri Lanka, October 17-19.
2017 (Co-I) Recovery Education in Sindhuli, with focus on Early Grade Reading Assessment (EGRA) and Safe Learning Environment. Center for Alternative Development Studies (Funded by World Vision International, Nepal)
Ravitch is Principal Investigator of Semillas Digitales, a school- and community-based education program in the coffee-producing regions of Nicaragua that cultivates a holistic model of educational innovation focused on pedagogical and curricular enrichment, intensive inquiry-based teacher professional development, technology integration, digital literacy, and community partnership guided by active collaboration, mutual capacity building, and participatory methods of engagement and evaluation.
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