非殖民化作为教育学:英语教学中“成为”的实践

IF 3.1 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Elt Journal Pub Date : 2023-04-22 DOI:10.1093/elt/ccad017
Suresh Canagarajah
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引用次数: 1

摘要

本期“英语教学去殖民化”特刊的介绍将教育学定义为超越课堂和知识关注,以适应从环境和地缘政治空间中汲取并改变其的情感、社会和文化学习。它将教育学定义为一种“实践”,涉及行动、反思和重新学习的自反性,从而挑战了“实践”的屈尊俯就的观点,即“实践”仅次于研究、政策和学术。这种观点通过对微观/宏观二元对立的质疑,增强了教育学的政治利害关系,这种对立将教育学的抵抗降级为无效的地方变革。回顾了南方认识论的结构,如非二元性、关系性、成为性、共存性、伦理价值观和非代表性倾向,本文概述了非殖民化的英语教学。非殖民化教学法侧重于培养道德、关系和批判性倾向,帮助学生利用环境中的所有符号资源,在非常多样化和不可预测的交流环境中进行有意义和包容性的交流。它关注的不是“可转移”的规范和规则,而是有助于协商不可预测的交际互动的“适应性”倾向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Decolonization as pedagogy: a praxis of ‘becoming’ in ELT
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.
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来源期刊
Elt Journal
Elt Journal Multiple-
CiteScore
4.80
自引率
8.00%
发文量
50
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.
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