{"title":"Decolonization as pedagogy: a praxis of ‘becoming’ in ELT","authors":"Suresh Canagarajah","doi":"10.1093/elt/ccad017","DOIUrl":null,"url":null,"abstract":"\n This introduction to the special issue on ‘Decolonizing ELT’ defines pedagogy as expanding beyond the classroom and knowledge concerns to accommodate embodied affective, social, and cultural learning that draws from and transforms environmental and geopolitical spaces. It defines pedagogy as a ‘praxis’, involving the reflexivity of action, reflection, and relearning, thus challenging the condescending view of ‘practice’ as secondary to research, policy, and scholarship. This perspective enhances the political stakes in pedagogy by contesting the micro/macro binary that relegates pedagogic resistance to ineffectual local changes. Reviewing constructs from Southern epistemologies, such as non-duality, relationality, becoming, coexistence, ethical values, and non-representational dispositions, this introduction outlines a decolonial ELT. A decolonial pedagogy focuses on developing the ethical, relational, and critical dispositions that will help students negotiate very diverse and unpredictable communicative contexts for meaningful and inclusive communication, drawing from all the semiotic resources in the environment. Rather than ‘transferable’ norms and rules, it focuses on ‘adaptive’ dispositions that help negotiate unpredictable communicative interactions.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elt Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1093/elt/ccad017","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
This introduction to the special issue on ‘Decolonizing ELT’ defines pedagogy as expanding beyond the classroom and knowledge concerns to accommodate embodied affective, social, and cultural learning that draws from and transforms environmental and geopolitical spaces. It defines pedagogy as a ‘praxis’, involving the reflexivity of action, reflection, and relearning, thus challenging the condescending view of ‘practice’ as secondary to research, policy, and scholarship. This perspective enhances the political stakes in pedagogy by contesting the micro/macro binary that relegates pedagogic resistance to ineffectual local changes. Reviewing constructs from Southern epistemologies, such as non-duality, relationality, becoming, coexistence, ethical values, and non-representational dispositions, this introduction outlines a decolonial ELT. A decolonial pedagogy focuses on developing the ethical, relational, and critical dispositions that will help students negotiate very diverse and unpredictable communicative contexts for meaningful and inclusive communication, drawing from all the semiotic resources in the environment. Rather than ‘transferable’ norms and rules, it focuses on ‘adaptive’ dispositions that help negotiate unpredictable communicative interactions.
期刊介绍:
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.