@article{HeidtFreitagHild2023,
  author    = {Heidt, Irene and Freitag-Hild, Britta},
  title     = {Critical global citizenship education in the EFL classroom},
  series = {Rethinking Cultural Learning: Cosmopolitan Perspectives on Language Education},
  journal   = {Rethinking Cultural Learning: Cosmopolitan Perspectives on Language Education},
  editor    = {R{\"o}mhild, Ricardo and Marxl, Anika and Matz, Frauke and Siepmann, Philipp},
  publisher = {Wissenschaftlicher Verlag Trier},
  address   = {Trier},
  isbn      = {978-3-98940-005-4},
  pages     = {99 -- 114},
  year      = {2023},
  abstract  = {The objective of the present paper is to explore the potentials and challenges inherent in con- ceptualizations of global citizenship education (GCE) in the context of foreign language edu- cation. Specifically, we argue for a critical approach to GCE that emphasizes the significance of language as symbolic power by drawing on the concepts of critical literacy (e.g., Freire 1983; Janks 2014) and symbolic competence (Kramsch 2006; 2011; 2021). To illustrate the necessity of such a critical approach to GCE, we critically analyze teaching materials designed for the English language classroom as provided by the curriculum framework (KMK/ BMZ 2016). The analysis reveals how reliance on dominant Western liberal and neoliberal epistemologies, norms, and discourses might inadvertently reinforce the very inequalities that GCE actually seeks to address. By foregrounding the relationship between language, symbolic power, and GCE, we further redesign these teaching materials and incorporate pedagogical and methodological principles which are in line with a critical literacy and symbolic competence.},
  language  = {en}
}
@incollection{Heidt2020,
  author    = {Heidt, Irene},
  title     = {Teaching language and culture as discourse through telecollaboration},
  series = {Masters of reflective practice - Abschlussarbeiten in der Englischdidaktik},
  booktitle = {Masters of reflective practice - Abschlussarbeiten in der Englischdidaktik},
  publisher = {WVT},
  address   = {Trier},
  pages     = {165 -- 182},
  year      = {2020},
  language  = {en}
}
@article{Heidt2022,
  author    = {Heidt, Irene},
  title     = {Fostering critical language teacher education through autoethnography},
  series = {Standortbestimmungen in der Fremdsprachenforschung},
  journal   = {Standortbestimmungen in der Fremdsprachenforschung},
  editor    = {Wilden, Eva and Alfes, Luisa and Cantone-Altintas, Katja F. and {\c{C}}{\i}kr{\i}k{\c{c}}{\i}, Sevgi and Reimann, Daniel},
  publisher = {WBV},
  address   = {Bielefeld},
  isbn      = {978-3-7639-7304-0},
  doi       = {10.3278/9783763973057},
  pages     = {228 -- 243},
  year      = {2022},
  language  = {en}
}
@article{Heidt2022,
  author    = {Heidt, Irene},
  title     = {Fostering symbolic competence in the age of twitter politics},
  series = {Anglistik : international journal of English studies},
  volume    = {33},
  journal   = {Anglistik : international journal of English studies},
  number    = {3},
  publisher = {Universit{\"a}tsverlag Winter},
  address   = {Heidelberg},
  issn      = {0947-0034},
  doi       = {https://doi.org/10.33675/ANGL/2022/3/8},
  pages     = {75 -- 89},
  year      = {2022},
  language  = {en}
}
@article{Heidt2023,
  author    = {Heidt, Irene},
  title     = {When moral authority speaks},
  series = {Authenticity across languages and cultures - Themes of identity in foreign language teaching and learning},
  journal   = {Authenticity across languages and cultures - Themes of identity in foreign language teaching and learning},
  editor    = {Will, Leo and Stadler, Wolfgang and Eloff, Irma},
  publisher = {Multilingual Matters},
  address   = {Bristol},
  isbn      = {978-1-80041-105-0},
  doi       = {10.21832/9781800411050-014},
  pages     = {165 -- 180},
  year      = {2023},
  language  = {en}
}
@article{BartoschDerichsweilerHeidt2022,
  author    = {Bartosch, Roman and Derichsweiler, Sina and Heidt, Irene},
  title     = {Against „Values"?},
  series = {unterricht_kultur_theorie : Kulturelles Lernen im Fremdsprachenunterricht gemeinsam anders denken},
  journal   = {unterricht_kultur_theorie : Kulturelles Lernen im Fremdsprachenunterricht gemeinsam anders denken},
  editor    = {K{\"o}nig, Lotta and Sch{\"a}dlich, Birgit and Surkamp, Carola},
  publisher = {J.B. Metzler},
  address   = {Stuttgart},
  isbn      = {978-3-662-63782-1},
  doi       = {10.1007/978-3-662-63782-1_5},
  pages     = {73 -- 90},
  year      = {2022},
  abstract  = {Im Kontext fortschreitender Globalisierung, die sich durch zunehmende Migrationsbewegungen, weltweite Mobilit{\"a}t und globale Kommunikationsformen auszeichnet, ist es nicht l{\"a}nger m{\"o}glich, ‚Kultur' nationalstaatlich im Sinne einer geteilten Sprache und homogen anerkannter Wertordnungen zu verstehen. Vielmehr sind Gemeinschaften unter Bedingungen der Globalisierung sprachlich und kulturell so heterogen geworden, dass Sprecher*innen, die die gleiche ‚Sprache' sprechen, nicht die gleichen objektiven Bedeutungen indizieren, sondern stattdessen auf subjektive Erinnerungen, unterschiedliche moralische Ordnungen, Wahrheiten und {\"U}berzeugungen verweisen.},
  language  = {de}
}