Introduction to the Special Issue: Pluriversalizing the Teaching and Learning of Spanish



Introducing the Special Issue.

Author Biographies

Leonardo Veliz, The University of New England

LEONARDO VELIZ, Ph.D., (he, him, his, él) is a languages and literacies educator who strongly advocates for equity, social justice and inclusion in the ways we theorise and exercise languages and literacies pedagogies. Leonardo has taught in primary, secondary and tertiary levels in South America, Northern Ireland and Australia. He is an Associate Professor in Language and Literacy in the School of Education at the University of New England (UNE). He is the Director of the Language, Literacy and Pedagogy Research Group at UNE.

Adriana Raquel Díaz, The University of Queensland

ADRIANA DÍAZ, Ph.D., (she/her/hers/ella) is a passionate languages and critical intercultural education scholar born in Argentina, who for the last two decades has been living and working on the unceded lands of the Turrbal and Jagera People, colonised as Brisbane, Australia. She is Senior Lecturer in the Spanish and Latin American Studies Program, and recently appointed Director of Teaching and Learning for the School of Languages and Cultures, at the University of Queensland. Adriana’s theoretical and empirical work centre on how insights from critical pedagogy, intersectional feminism and decolonial theories can help us un/re-learn the ways in which we engage with the world.

Danielle H. Heinrichs, Griffith University

DANIELLE HEINRICHS, Ph.D., (she/her/hers/ella) is a researcher and Lecturer in multilingualism, gender, and education at Griffith University, Australia.  She is a Senior Fellow of the Higher Education Academy UK and Treasurer for the Association of Iberian and Latin American Studies of Australasia. Her current projects examine local language practices in the Australian context for teaching and learning and health communication. Danielle’s work draws on decoloniality, affect and new materialisms to explore other ways of languaging to (re)imagine classroom praxis and pedagogy.