ABSTRACT
This chapter presents an ecologically framed understanding of criticality developed through and for our MA-level researcher education courses. For students in our MA programs in Teaching English to Speakers of Other Languages (hereafter, TESOL) and Intercultural Communication (hereafter, IC) we provide similar but separate courses preparing them as researchers in their respective fields. More specifically, the aim of these courses is for students to develop and demonstrate criticality in their immediate, academically located, research-focused activities such as the dissertation with which their program culminates. Further, although not an explicit aim, we hope that the course fosters a similarly critical habit of mind in daily living, including where it can entail research or critical thinking for any purpose.
