Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
P. Browning, K. Highet, R. Azada-Palacios, Tania Douek, Eleanor Yue Gong, Andrea Sunyol
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引用次数: 1

Abstract

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.
对语言教学非殖民化的共谋:来自一个阅读小组的思考和反应
在阴谋的精神下,本文汇集了博士领导的UCL阅读和反应小组“殖民主义,新自由主义和语言教学”参与者的贡献,该小组于2019/20年运行。这篇文章将各种观点交织在一起,聚焦于非殖民化事业的对话性质,并挑战了单一作者声音的殖民概念。通过对参与者自己参与非殖民化语言教学和学习问题的反思,我们将三条线索汇集在一起:塑造我们寻求非殖民化的学科的概念的固有殖民性;必须将非殖民化努力置于更广泛的背景下,并对声称已完成非殖民化语言教学工作的项目持怀疑态度;以及我们的地位给我们提供的便利和限制,阴谋遭遇的反身性使我们能够深入探索。文章最后反思了写作这篇文章的过程,并断言课程的非殖民化是从业者和研究人员之间对话和阴谋的一个多方面和开放式的过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
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