Vietnamese Teaching Practitioners as Doctoral Students Learning-to-Teach, Teaching, and Assessing Students of and for Social Justice

Abstract

This chapter presents a reflective account of two practitioners, doctoral students from Vietnam learning to teach, teaching and assessing students in teritary EFL context for interculturality. Informed by King and Kasun's social justice framework, the researchers employed a duo-ethnographic approach to exploring their transnational process of co-constructing knowledge of social justice and transforming into responsible educators for interculturality. Data revealed that the researched participants' educational backgrounds, overseas engagement, and research-to-pedagogy perspectives have facilitated their sense of intercultural communication, which in turn shaped their socially-just personal, academic, and professional decisions.