Adriana Diaz

Adriana Díaz (she/her/ella) works at the intersections of language, power, and pedagogy, asking what becomes possible when language education is approached as an unfinished, decolonial, and hopeful practice of becoming otherwise. Born in Argentina and now living and working on the unceded lands of the Turrbal and Jagera Peoples, her work critically examines the colonial, patriarchal, and monolingual structures embedded in curricula and classrooms. In response, she cultivates inclusive, empowering, and critically reflexive pedagogies that honour plurality and relationality.

With over two decades of experience in multilingual and intercultural education, Adriana’s scholarship, teaching, and leadership seek to unsettle dominant paradigms while nurturing more equitable and generative approaches to language learning. Drawing on critical pedagogy, intersectional feminism, and decolonial thought, she traces raciolinguistic and ideological patterns that shape educational practice and works collaboratively to reimagine their possibilities.

Deeply committed to collective transformation, she supports and (un)learns alongside fellow language educators and scholars, co-creating pedagogical approaches that are responsive, dialogic, and grounded in shared responsibility. Her work invites ongoing inquiry into how we teach, learn, and live with language in ways that are just, liberatory, and yet always emergent.