SOTO PINEDACarlos Enrique博士

Monographs

• Soto, C. (2019). Critical Pedagogy in Hong Kong: Classroom stories of Struggle and Hope. New York, London: Routledge.

Book Chapters and Journal Articles

1. Soto, C. (2022). Language, Pedagogy, and Discourses of Criticality in Late Capitalism. In C. Chun (Ed.), Applied Linguistics and Politics. London: Bloomsbury.
2. Soto, C. (2020). Classroom discourse analysis as tool for exploring ethical tensions in a critical teaching. Classroom Discourse, *11*(2), 129-148.
3. Soto, C. (2019). Critical Pedagogy and South Asian Students in Hong Kong: Possibilities for Empowerment. In J. Gube & G. Fang (Eds.), Education, Ethnicity, and Equity in the Multilingual Asian Context. Springer.
4. Soto, C. & Pérez-Milans, M. (2018). Language, neoliberalism, and the commodification of pedagogy. In J. Gray, J. O'Regan, & C. Wallace (Eds.), Education and the intercultural politics of global neoliberalism. Special issue in Language and Intercultural Communication.
5. Pérez-Milans, M. & Soto, C. (2016). Reflexive language and ethnic minority activism in Hong Kong: A trajectory-based analysis. In M. Perez-Milans (Ed.), Youth, mobility and reflexivity in late modernity: A sociolinguistic account. Special Issue in AILA Review, *29*(1).
6. Pérez-Milans, M. & Soto, C. (2014). Everyday practices, everyday pedagogies: a dialogue on critical transformations in a multilingual Hong Kong school. In J. Byrd Clark & F. Dervin (Eds.), Reflexivity in Language and Intercultural Education: Rethinking Multilingualism and Interculturality. New York: Routledge.
7. Soto, C. (2012). Hong Kong and the United States, Diversity and Education. In J. Banks (Ed.), Encyclopedia of Diversity in Education, Vol. 2 (pp. 1105-1108). Thousand Oaks: Sage Publications, Inc. doi: http://dx.doi.org/10.4135/9781452218533

Working Papers

1. Pérez-Milans, M. & Soto, C. (2017). Light Communities?: Implications for research on diversity and activism. Working Papers in Urban Language & Literacies (Paper 224), King's College London.
2. Pérez-Milans, M. & Soto, C. (2016). I'm already standing up for our rights': Reflexive discourse and minority-based activism in the trajectory of an adolescent in Hong Kong. Tilburg Papers in Culture Studies (Paper 166), Tilburg University.
3. Pérez-Milans, M. & Soto, C. (2013). Critical sociolinguistics and critical pedagogy: Dialogue in a multilingual Hong Kong school. Working Papers in Urban Language & Literacies (Paper 103), King's College London.