To language differently

This is the authors' abstract. We don't add key points for this paper.

This article explores the synergies between translanguaging and feminist poststructuralism to deepen understandings of how educators can teach for justice. I highlight how both theories challenge dominant structures and boundaries; how they privilege process over product; and how they both illuminate non-dominant voices and experiences. I explore how both translanguaging and feminist poststructuralism have helped me challenge foundational epistemologies, ontologies, and methodologies as a teacher educator in the field of teaching English. Throughout this article I examine what taking up these theories to challenge and question the status quo means for how we might better engage language as a tool for justice.