دورية أكاديمية
Conspiring to Decolonise Language Teaching and Learning: Reflections and Reactions from a Reading Group
| العنوان: | Conspiring to Decolonise Language Teaching and Learning: Reflections and Reactions from a Reading Group |
|---|---|
| اللغة: | English |
| المؤلفون: | Browning, Peter (ORCID |
| المصدر: | London Review of Education. 2022 20(1). |
| الإتاحة: | UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive Opinion Papers |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Second Language Learning, Second Language Instruction, Colonialism, Educational Change, Teaching Methods, Neoliberalism, Doctoral Students, Dialogs (Language), Group Discussion, Writing Processes, Curriculum Development, English (Second Language), Language Role, Universities, Personal Narratives, Language Teachers, Language Attitudes, Native Speakers, Language Variation, Power Structure, History, Political Influences, Teaching Experience, Social Systems, Cultural Context, Foreign Countries |
| مصطلحات جغرافية: | China, India, Colombia, Spain, United Kingdom (London) |
| تدمد: | 1474-8460 1474-8479 |
| مستخلص: | Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and challenges the colonial concept of monologic authorial voice. Across the reflections on participants' own engagements with questions of decolonising language teaching and learning, we pull together three threads: the inherent coloniality of the concepts that shape the very disciplines we seek to decolonise; the need to place decolonial efforts within broader contexts and to be sceptical of projects claiming to have completed the work of decolonising language teaching and learning; and the affordances and limitations offered to us by our positionalities, which the reflexivity of the conspirational encounter has allowed us to explore in some depth. The article closes with a reflection on the process of writing this article, and with the assertion that decolonising the curriculum is a multifaceted and open-ended process of dialogue and conspiration between practitioners and researchers alike. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1365343 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1474-8460 1474-8479 |
|---|