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Decolonial Vitalities: Kodiak Alutiiq Language Revitalization as Cultural Reclamation
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| 2 |
Profession of the Unseen: Postcolonial Scholar Poets and the Formation of World Literature ...
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: University of Virginia, 2021
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| 3 |
Bodily Contraction Arises with Dukkha: Embodied Learning to Foster Racial Healing
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In: Religions; Volume 12; Issue 12; Pages: 1108 (2021)
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| 5 |
A crítica do universalismo hegeliano em três tempos: Fanon, Dussel e Freire
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In: Griot: Revista de Filosofia ; 21 ; 2 ; 395-404 (2021)
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| 6 |
The Gateway to Liberation and the Re-shaping of the Black Female Image
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| 7 |
Cartografias Subalternas: travessias epistemológicas para a Ciência da Informação ; Subaltern Cartographies: epistemological paths for Information Science
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| 8 |
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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| 9 |
Decolonizing Teaching in Online English for Academic Purpose Environments
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 10 |
Global Citizenship Education and Heritage Preservation of Host National Students in GCC International Bilingual Schools
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In: The Organizational Improvement Plan at Western University (2021)
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| 11 |
An investigation into the loss and revitalization of First Nations languages in Manitoba: perspectives of First Nations educators
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| 12 |
Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 166-181 (2021) (2021)
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Abstract:
In times of geocultural subalternization of knowledge and education, English language teaching (ELT) is torn between subalternizing policies and subjectivating practices. Within this context, ELT teacher educators face policies and discourses aimed at framing their teaching practices, professional lives, and research agendas. However, at the same time, they are expected to engage in practices and processes that allow for personal adaptation and social change. Amid this ambivalence, this reflection paper makes a call to decolonize ELT in Colombia. To this effect, this paper reviews some basic epistemological perspectives such as colonialism and decolonial studies. Then, it proposes the decolonization of ELT, along with a grammar of decoloniality based on discursive alternatives about power, knowledge, and being with the potential of bringing about a transformative teacher subjectivation. The main conclusion is that the Colombian ELT community needs to first deconstruct dominant structures and strategies that enact epistemic and cultural dominance of the global north, and then construct alternative discourses and practices that acknowledge and disseminate the singularities of its knowledge and culture.
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Keyword:
decolonization; educational policy; english language teaching in colombia; P1-1091; Philology. Linguistics; teacher education; teaching; teaching practice
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URL: https://doaj.org/article/014a4f7d6f72414281ad7827f983bbb9
https://doi.org/10.14483/22487085.17087
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| 13 |
Translanguaging as a Tool for Decolonizing Interactions in a Space for Confronting Inequalities
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 36, n. 3 (2020) ; 1678-460X ; 0102-4450 (2021)
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