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Pedagogies of Be[Ing], Be[Longing] and Be[Coming]: Social Justice and Peacebuilding in the English Curriculum of a Marginalized Colombian Public High School
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Abstract:
Colombia has experienced over five decades of political unrest and extreme violence. This has caused suffering not only for those involved in the armed conflict, but for marginalized populations in general, and specifically for disadvantaged students in public schools. Although the education system has required that issues of peace, conflict resolution, citizenship and social justice be addressed in history and social studies classes, this has not been the case for English classes. In fact, English language teaching has mainly focused on linguistic aspects of the language through content that is sometimes irrelevant to the most vulnerable communities. Starting with a personal onto-epistemological paradigm as a point of entry, this critical ethnographic case study considers how lived social justice and peacebuilding curriculum (SJPBC) occurs in three English classrooms, and how this helps high school students to learn English communication skills that allow them to discuss issues of social justice, as well as to help resolve problems that are relevant for their communities. From May to December 2018, fieldwork was carried out in a public high school, in Bogotá, Colombia with three English teachers and students from Grades 6 to 11. Data collected included teacher interviews, student focus groups, field observations, and artifacts which were used content and theme analysis as interpreted through the lens of grounded theory. Findings revealed four major theoretical ideas related to 1) how teachers create a social justice-inspired curriculum that guides students to learn English, 2) how this curriculum reflects the students’ and teachers’ sense of community and, 3) how selected classroom activities raised social awareness towards a more humanizing pedagogy for English, and 4), how to create a novel research-based model for teaching English that resonates with the students’ needs, expectations, and dreams for their future . Ultimately, in this project I juxtapose the teachers’ classroom pedagogy with the students' lived experiences. Research and pedagogical implications are provided to shed light on the future of English language teaching, especially in marginalized countries such as Colombia. ; Ph.D.
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Keyword:
0441; Colombia; Decolonization; English Language Teaching; Ethnography; Peace Education; Social Justice
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URL: http://hdl.handle.net/1807/109308
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Promoting Language and Literacy Engagement within a Preschool Spanish Language Program
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