Anwar Ahmed

Dr. Anwar Ahmed

Assistant Professor

he / him / his PCN 3026 English, Bengali
Research and teaching areas:

Critical literacies/pedagogies

Digital literacies

Second language reading and writing

Teacher Education


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 PhD at the Ontario Institute for Studies in Education (OISE) of the University of Toronto.

Anwar’s recent books are Exploring Silences in the Field of Computer Assisted Language Learning (Palgrave Macmillan, 2022), TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects (edited with O. Barnawi, Routledge, 2021), Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts (edited with O. Barnawi, Palgrave Macmillan, 2021) and Knowledge Mobilization in TESOL: Connecting Research and Practice (edited, Brill, 2019).  

Anwar is a co-editor of the journal Critical Inquiry in Language Studies.


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)

Selected Publications

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.

Morgan, B. & Ahmed, A. (2023)
Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content-Based EAP Program. TESOL J.
Ahmed, A. (2023)
Mapping the intersections of critical language awareness and affective approaches to second language writing. Journal of Second Language Writing, 60, 100969.

Ahmed, A., & Morgan, B. (2021)
Postmemory and multilingual identities in English language teaching: a duoethnography. The Language Learning Journal, 49(4), 483-498.
Ahmed, A. (2019)
How language teachers address the crisis of praxis in educational research. Oxford Review of Education, 45(6), 715-730.
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.