Foreword, Debra Suarez (Independent Researcher and President-Elect, TESOL International Association)
1. Autoethnography, English language education, and Latin America: Rationale and introduction to the volume, Raºl Alberto Mora (Universidad Pontificia Bolivariana (UPB, Colombia)) and Luis Javier Pent³n Herrera (Akademia Ekonomiczno-Humanistyczna w Warszawie, Poland)
Section I: ELT Learning from Latin American Teacher Educators
2. Unveiling identities: Language teacher-educators' journey towards social justice in their methodology courses, Ana Cecilia Cad (Universidad Nacional de C³rdoba, Argentina), Vanesa Cladera (Universidad Autonoma de Entre Ros, Argentina), & Mara de los ngeles Bortagaray (Universidad Autonoma de Entre Ros, Argentina)
3. Flapping butterfliesâ wings: A collaborative ethnographic account in language teacher education in Brazil, Larissa Borges (Universidade Federal do Par¡, Brazil), Walkyria Magno e Silva (Universidade Federal do Par¡, Brazil), & Eduardo Castro (Kanda University of International Studies, Japan)
4. Knitting narratives: A duoethnographic exploration in the journey to becoming English language teacher educators, Daniela Appelgren (Universidad Diego Portales, Chile) & Malba Barahona (Pontificia Universidad Cat³lica de Chile)
5. A collaborative autoethnography of turning ourselves inside out: Showing our aches and pains but also gains of being English language teacher educators, Jairo Casta±eda-Trujillo (Universidad Surcolombiana, Colombia), Carmen Helena Guerrero (Universidad Distrital Francisco Jos© de Caldas, Colombia), & Jos© David Largo (Universidad Nacional de Colombia, Colombia)
6. Driving professional practice in Cuban teacher education for innovative success in a challenging context: A duoethnography, Isora Justina Enrquez O´Farrill (University of Pedagogical Sciences Enrique Jos© Varona, Cuba) & Eduardo Garbey Savigne (University of Medical Sciences of Havana, Cuba)
7. Identity and agency unplugged: A duoethnography on being a Costa Rican English language teacher educator, Lena Barrantes Elizondo (Universidad Nacional, Sede Regional Brunca, Costa Rica) & Joshua Gordon (University of Northern Iowa, USA)
8. Mapping professional development trajectories: A collaborative autoethnographic study of three women language teacher-educators, Tammy Fajardo Dack, Juanita Argudo-Serrano, & Monica Abad-Celleri (Universidad de Cuenca, Ecuador)
9. Our professional development journeys as teacher-educators: A duoethnographic research from Mexico, Araceli Salas and Marisol Guzm¡n Cova (Benemerita Universidad Autonoma de Puebla, M©xico)
10. Educational innovation in English language teaching: Autoethnographic reflections from a public university in Nicaragua, Julio Roa Rocha and Marjorie G³mez Talavera (Universidad Nacional Autonoma de Nicaragua)
11. Learning to teach English in global contexts: An open-access collaborative textbook experience, Valentina Canese (Universidad Nacional de Asunci³n, Paraguay) & Susan Spezzini (University of Alabama at Birmingham, USA)
Section II: ELT Teacher Education Learning from Latin American English Teachers
12. Teaching Aymara and English in a multilingual Bolivia: A duoethnographic account from two language teachers with a struggling professional identity, Beatriz Erazo (Universidad Mayor de San Andr©s, Bolivia and Universidad Cat³lica Boliviana, Bolivia) & Rita Flores (Universidad Mayor de San Andr©s, Bolivia & Universidad Pºblica de El Alto, Bolivia)
13. A collaborative autoethnography of democratizing access to English teaching in the Dominican Republicâs public schools, Laura Baecher (Kean University, USA), Beth Clark-Gareca (Binghamton University, USA), & Luz Andujar de Jesus (Binghamton University, USA)
14. Access to education in Honduras: A duoethnographic account of the eternal pursuit of bridging the gap and providing access to opportunities, Grazzia Mendoza (University of Wisconsin-Madison, USA) & Juana de Ayestas (Zamorano University, Honduras)
15. A duoethnography dialogue of challenges and triumphs while teaching English in Panam¡, Juan Ros Vega (Bradley University, USA) & Roberto Arroyo
16. Empowering voices: The educational trajectory of two Peruvian English-language educators, Glenda Gallardo (Universidad de Lima and Universidad Peruana de Ciencias Aplicadas, Perº) & Karen A. Meza Fernandez (Harvard University Graduate School of Education, USA)
17. Venezuelan socialism and the destruction of English language education: An Autoethnographic account, Jos© Franco (Lexington School District Four, South Carolina, USA)
Afterword, Luciana C. de Oliveira (Virginia Commonwealth University, USA)
