What new spaces and relations can be created when new languages, voices and technologies are incorporated into L1 education?

How can moments of discomfort in L1 education be mobilised in generative ways to expand the identities of learners, teachers, teacher educators, and researchers?

How might unsettling practices enable transformation that is linked to sustainability, diversity, and equity as recurring and emerging themes in L1 research and education?

How might educators and researchers challenge restrictive education practices, censorship and policy initiatives to create inclusive and compassionate spaces?

How can tools of critical theory and intersectionality be utilized in teacher education and K–12 teaching to help teachers and students create inclusive and compassionate spaces and dispositions?

How can teacher educators and K–12 classroom teachers disrupt restrictive education policies and practices to include discussion of LGBTQIA+ topics, socioeconomic inequalities, religious persecution, and other topics that might feel “too political” in the current climate?

How do we sustain the joy, passion and enthusiasm that are the characteristics of the subject, its teachers and students? 

Language, literature and de-colonial/anti-colonial research and practice

Language, literature, place and context

Indigenous knowledge and literature/literacy education

Language and literature curricula and student agency

Languages, literacies, and technologies

Literacy theories and language, literature and literacy education

(Critical) language awareness

Teaching and learning practices in and beyond school

Teacher education and professional learning

Languages, literacies, education and activism

Plurilingualism and multilingualism

Social justice in education and empowering students

Schooling in real environments, the local, the rural, the urban

“Powerful knowledges” and language and literature education

Means and Methods: How Do We Research Our Complex Field?