ABSTRACT
This chapter argues that while the calls for slowing down might be tempting in the context of contemporary neoliberal English language education policy directions which are fueled by freedom, competition, accumulation, and personal agendas (rather than justice or equality), it is important to remain alert to the many problems associated with the calls for “general slowness” (as discussed in the previous chapters) in the age of time-space compressed neoliberal mobility. Therefore, it proposes several opportunities and strategies that TESOL educators may use to help them respond proactively to the consistently but rapidly changing needs and expectations of their institutions are also proposed in this chapter. At the same time, it suggests that TESOL educators should collaboratively acknowledge workplace challenges and undesirable rules and expectations in today’s fast-changing society, and that they do not have to experience these privately.
