Anwar Ahmed

Dr. Anwar Ahmed

Assistant Professor

he / him / his

Biography

Anwar Ahmed is Assistant Professor of Language Education as Anti-oppressive Transformation in Multilingual Settings in the Department of Language and Literacy Education at UBC’s Faculty of Education. He completed his PhD at the Ontario Institute for Studies in Education (OISE) of the University of Toronto. Before joining UBC, Anwar taught at York University in Toronto, as well as at North South University and BRAC University in Bangladesh. He previously served as an Associate Editor for Curriculum Inquiry and currently serves as a Co-Editor of the journal Critical Inquiry in Language Studies. Anwar Ahmed is a recipient of the 2025–26 UBC Killam Teaching Prize.

Projects

Emotions, Ethics, and Equity in the Negotiation of AI Disclosure among Academic Writers in English as an Additional Language (2026-2028)
SSHRC Insight Development Grant (PI)

Global Research Collective on Anti-Oppressive Language Education (GRC)
StEAR Enhancement Fund (2025 – 2026)
RITs Seed Grant (2024 – 2025)

Fostering Linguistic Citizenship through Writing Pedagogy (2024 – 2025)
Faculty of Education Inception Grants (PI)

Teacher Emotions and Knowledge Mobilization in TESL (2023 – 2025)
Hampton Fund Research Grant (PI)

Arguing for Democratic Citizenship: An Exploration of Multilingual Students’ Argumentative Writing in English as an Additional Language (2023 – 2024)
SSHRC Explore Grant (PI)

Media

Selected Publications

Books

Ahmed, A. (2022)

Exploring Silences in the Field of Computer Assisted Language Learning. 10.1007/978-3-031-06501-9.

Barnawi, O., & Ahmed, A. (Eds.). (2020)

TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects (1st ed.). Routledge. https://doi.org/10.4324/9781003008668

Ahmed, A. & Barnawi, O. (2020)

Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts. 10.1007/978-3-030-64140-5.

Toukan, E., Gaztambide-Fernández, R., & Ahmed, A. (Eds.). (2020)

Curriculum of Global Migration and Transnationalism (1st ed.). Routledge. https://doi.org/10.4324/9781003038689

Ahmed, A. (2018)

Knowledge Mobilization in TESOL: Connecting Research and Practice. 10.1163/9789004392472.

Cooper, K. & Ahmed, A. (2016)

Student Voice: A Companion to Democracy and Its Discontents. 10.1007/978-94-6300-408-4.

Journal Articles

Ahmed, A., & Morgan, B. (2026)

Exploring the transformative potential of duoethnography for critical language teaching. Critical Inquiry in Language Studies, 1–27. https://doi.org/10.1080/15427587.2025.2612469

Ahmed, A. (2025)

Initial teacher education and the emotional geography of languages: A conceptual intervention. TESOL in Context, 33(2). https://doi.org/10.21153/tesol2025vol33no2art2096

Ahmed, A., Morgan, B. (2025)

Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration. System, Vol 131. https://doi.org/10.1016/j.system.2025.103642

Ahmed, A. (2025)

Towards an affective approach to critical thinking pedagogy. Pedagogies: An International Journal, 1–16. https://doi.org/10.1080/1554480X.2025.2451793

Morgan, B. & Ahmed, A. (2023)

Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content-Based EAP Program. TESOL J. https://doi.org/10.1002/tesq.3213

Ahmed, A. (2023)

Mapping the intersections of critical language awareness and affective approaches to second language writing. Journal of Second Language Writing, 60, 100969. https://doi.org/10.1016/j.jslw.2023.100969

Ahmed, A., & Morgan, B. (2021)

Postmemory and multilingual identities in English language teaching: a duoethnography. The Language Learning Journal, 49(4), 483-498. https://doi.org/10.1080/09571736.2021.1906301

Ahmed, A. (2019)

How language teachers address the crisis of praxis in educational research. Oxford Review of Education, 45(6), 715-730. https://doi.org/10.1080/03054985.2019.1612342

Ahmed, A. (2016)

Why critical literacy should turn to “the affective turn”: Making a case for critical affective literacy. Discourse: Studies in the Cultural Politics of Education, 37(3), 381-396. https://doi.org/10.1080/01596306.2015.1042429

Book Chapters

Ahmed, A. (2025)

Language proficiency and linguistic citizenship: Rethinking multilingual TESOL through an emotional geography of languages. In K. Raza et al. (eds.), Multilingual TESOL: De-constructing and re-constructing power ‘in,’ ‘of,’ and ‘for’ language classrooms (pp. 111-126). Springer. https://doi.org/10.1007/978-981-96-9278-1_7

Ahmed, A. (2025)

Applied linguistics research and the triple crisis of interdisciplinarity. In L. McCallum, D. Tafazoli, & A. H. Al-Hoorie (Eds.), Research cultures in applied linguistics and TESOL (pp. 36-55). Applied Linguistics Press.

Ahmed, A. (2024)

Toward an emotional geography of language for rethinking Canadian identity in a transnational world. In V. Tavares & M. J. Maciel Jorge (Eds.), Reconstructions of Canadian identity: Towards diversity and inclusion (pp. 55-72). University of Manitoba Press. https://uofmpress.ca/books/reconstructions-of-canadian-identity