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Vander Tavares

Vander Tavares

Postdoktor

E-post
vander.tavares@inn.no
Telefonnummer
+47 62 51 78 49

Fakultet for lærerutdanning og pedagogikk
Institutt for pedagogikk ved lærerutdanningene
Studiested Hamar, Rom 2P322

Kort om

I am currently a Postdoctoral Research Fellow in the Department of Teacher Education and Pedagogy. In this position, I research, teach, and supervise graduate student research. Part of my postdoctoral research agenda focuses on the links between cultural and linguistic diversity in education and language teacher experiences. I earned my PhD and Master of Education from York University in Toronto and a Bachelor of Arts with Honours in Linguistics from Saint Mary's University in Halifax, Canada. Prior to joining INN, I was an instructor of academic and professional communications skills in the Faculty of Humanities and Social Sciences at Sheridan College in Oakville, Canada. My research interests are broad, but have more recently included language teacher education and identity development, (critical) second language education, internationalisation of higher education, and identity in multilingual/multicultural contexts. More information can be found on my website.

Publikasjoner

  • Tavares, Vander (2025). Social Justice in L2 Education Through Pedagogies of Multiliteracies. I Tavares, Vander (Red.), Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity. Routledge. ISSN 9781032567891.
  • Tavares, Vander (2025). Becoming Critically Literate about the Other(ed): Proposing Disruptions and Innovations to a Portuguese as a Foreign Language Course. I Tavares, Vander (Red.), Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity. Routledge. ISSN 9781032567891. s. 183–200. doi: 10.4324/9781003438847-15.
  • Benediktsson, Artëm Ingmar & Tavares, Vander (2024). Family-school cooperation in multicultural schools: A missing piece in teacher education in Norway. Pedagogy, Culture & Society. ISSN 1468-1366. s. 1–16. doi: 10.1080/14681366.2024.2356595.
  • Tavares, Vander (2024). Empowering Language Learners in a Changing World Through Pedagogies of Multiliteracies. I Tavares, Vander (Red.), Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies. Palgrave Macmillan. ISSN 978-3-031-51888-1. s. 1–19.
  • Tavares, Vander (2024). Interweaving Freirean Perspectives with a Pedagogy of Multiliteracies: Convergencies, Divergencies, and Implications for L2 Education. I Tavares, Vander (Red.), Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies. Palgrave Macmillan. ISSN 978-3-031-51888-1. s. 41–59.
  • Tavares, Vander & Benediktsson, Artëm Ingmar (2024). Ukrainian refugees learning Icelandic through drama plays: A multiliteracies perspective. I Tavares, Vander (Red.), Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies. Palgrave Macmillan. ISSN 978-3-031-51888-1. s. 251–269. doi: 10.1007/978-3-031-51889-8_13.
  • Iversen, Jonas Yassin & Tavares, Vander (2024). Kritiske perspektiver på andrespråksopplæring, rase og utdanning: Forskningstrender og nordiske responser. Nordand : nordisk tidsskrift for andrespråksforskning. ISSN 0809-9227. 19(1), s. 57–71. doi: 10.18261/nordand.19.1.5.
  • Tavares, Vander (2024). Seeing the Unseen: Representations of Being and Feeling in Plurilingual International Students' Adjustment Experiences. I Kalaja, Paula & Melo-Pfeifer, Silvia (Red.), Visualising Language Students and Teachers as Multilinguals: Advancing Social Justice in Education. Multilingual Matters. ISSN 9781800416505. s. 156–176.
  • Tavares, Vander & Benediktsson, Artëm Ingmar (2024). But life goes on: Drama classes, Ukrainian refugees, and Icelandic language learning. Literacy. ISSN 1741-4350. 58(2), s. 240–249. doi: 10.1111/lit.12366.
  • Tavares, Vander (2024). Canadian Identity from a Multicultural Perspective: Foregrounding Immigrant and Indigenous Voices in an ESL Course. I Tavares, Vander & Maciel Jorge, Maria João (Red.), Reconstructions of Canadian Identity: Towards Diversity and Inclusion. University of Manitoba Press (UMP). ISSN 9781772840698. s. 75–90.
  • Melo-Pfeifer, Silvia & Tavares, Vander (2024). Future teachers of two languages in Germany: Self-reported professional knowledge and teaching anxieties. I Melo-Pfeifer, Silvia & Tavares, Vander (Red.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 978-1-394-15453-1. s. 23–44.
  • Melo-Pfeifer, Silvia & Tavares, Vander (2024). Language teacher identity and education in the crossfire of evolving raciolinguistic and monolingual ideologies. I Melo-Pfeifer, Silvia & Tavares, Vander (Red.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 978-1-394-15453-1. s. 1–19.
  • Tavares, Vander (2024). Emotional geographies of teaching two languages: Power, agency, and identity. I Melo-Pfeifer, Silvia & Tavares, Vander (Red.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 978-1-394-15453-1. s. 63–81.
  • Tavares, Vander & Somby, Hege Merete (2024). Virtual Reality Technology in Norwegian Teacher Education: Creating an Innovative Experience or Another Academic Elite? I Bowdon, Melody; Yee, Kevin & Dorner, William (Red.), Ethical Considerations of Virtual Reality in the College Classroom: Cross-Disciplinary Case Studies of Immersive Technology Implementation. Routledge. ISSN 9781032359915. s. 70–82. doi: 10.4324/9781003329718-6.
  • Tavares, Vander (2024). Pushed to the Periphery: Understanding the Multiple Forms of Exclusion Experienced by International Students from Asia. I Kim, Ann; Buckner, Elizabeth & Montsion, Jean Michel (Red.), International Students from Asia in Canadian Universities: Institutional Challenges at the Intersection of Internationalization, Racialization and Inclusion. Routledge. ISSN 9781032360065. s. 144–156.
  • Tavares, Vander (2023). Experiencing deficit: Multilingual international undergraduate students talk identity. McGill Journal of Education. ISSN 0024-9033. s. 1–21.

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Adresser

Besøksadresse

Midtbyen Park
Skoleveien 4, 2318 Hamar
Rom 2P322
Vis i kart

Postadresse

Høgskolen i Innlandet
Postboks 400 Vestad
2418 Elverum