(Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2022-03-01 DOI:10.1080/07908318.2022.2044841

Natakorn Satienchayakorn, Rachel Grant

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引用次数: 2

Abstract

ABSTRACT ‘Race applied to human beings is a political division: it is a system of governing people that classifies them into a social hierarchy based on invented biological demarcations’ (Roberts, 2011, p. x). Foregrounding our racialized histories, we show how our lives intersect in a doctoral seminar in Thailand. Combining traditional academic structures and collaborative autoethnography, we describe the context and share our stories. Using intersectionality and raciolinguistics as theoretical lenses, we argue that in Thailand, and throughout Asia, culture/ethnicity and class are often proxies for race or color, and as a result English language teaching (ELT) reflects institutions that fail to challenge the hegemonies of whiteness, Europeanism and Americanism, and English. To contextualize ELT and our role in it, we overview Thailand’s racialized/colorized past and present, linking this to globalization and thirst for English. Our stories provide a framework for discussing our racialized selves and let us get to the culture of race in Thailand and ELT. What emerges is our advocacy for using critical pedagogies in ELT that reflects the contextual realities of teachers’ and students’, their ethno-racial and socio-cultural identities, and as well, their socio-historic lives. (188 words)

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(再)泰国英语教学情境化，以解决英语教学中的种族化和“其他”不平等问题

摘要：“适用于人类的种族是一种政治划分：它是一种管理人们的制度，根据发明的生物学划分将他们划分为社会等级”（Roberts，2011，p.x）。在泰国的一次博士研讨会上，我们以我们种族化的历史为背景，展示了我们的生活是如何交叉的。结合传统的学术结构和合作的民族志，我们描述背景并分享我们的故事。利用交叉性和种族主义作为理论视角，我们认为，在泰国和整个亚洲，文化/族裔和阶级往往是种族或肤色的代表，因此英语教学反映了未能挑战白人、欧美主义和英语霸权的制度。为了将英语教学和我们在其中的角色结合起来，我们概述了泰国种族化/彩色化的过去和现在，并将其与全球化和对英语的渴望联系起来。我们的故事为讨论我们种族化的自我提供了一个框架，让我们了解泰国的种族文化和英语教学。我们提倡在英语教学中使用批判性教学法，反映教师和学生的背景现实、他们的种族和社会文化身份，以及他们的社会历史生活。（188字）

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来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.