94

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引用次数: 44

摘要

一个多世纪以来,英语教学部门一直被认为是中立的,享有盛誉。然而,这些部门的殖民、新殖民、后殖民和新自由主义实践被遗忘了。在本研究中,我们旨在解构这种意识形态,并在批评教育学和批评话语分析的框架内发展一种批评视角。这两种方法都旨在分析权力、权力关系、知识形式和主观经验。这项研究基于协作式的自我民族志,优先考虑研究人员的信仰、经历、观察和故事。我们提出了10个指导性问题,这些问题表明我们是如何在英语教学学科中拒绝我们目前的身份的,这种身份产生了各种形式的知识,构成了某些话语实践。我们的目的是表明,土耳其的英语教学部门是这种殖民主义和新自由主义思想的延续
本文章由计算机程序翻译,如有差异,请以英文原文为准。
94
English language teaching departments have been regarded as neutral and prestigious for more than a century. However, the colonial, neocolonial, postcolonial and neoliberal practices of these departments are forgotten. In this study, we aim to deconstruct this ideology and develop a critical perspective within the framework of critical pedagogy and critical discourse analysis. Both of these two approaches aim to analyze power, power relations, forms of knowledge and subjective experiences. This study is based on collaborative autoethnography that prioritizes researchers` beliefs, experiences, observations and stories. We asked 10 guiding questions that showed how we came to reject our current identity in ELT discipline that produced various forms of knowledge that constitute certain discursive practices. We aimed to show that ELT departments in Turkey are a continuation of this colonial and neoliberal mind
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