The Nexus of Race and Class in ELT: From Interaction Orders to Orders of Being

Autor/inn/en	Dos Santos, Gabriel Nascimento; Windle, Joel
Titel	The Nexus of Race and Class in ELT: From Interaction Orders to Orders of Being
Quelle	In: Applied Linguistics, 42 (2021) 3, S.473-491 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Windle, Joel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
Schlagwörter	English (Second Language); Second Language Instruction; Textbooks; Textbook Content; Foreign Countries; Racial Differences; Racial Bias; Social Class; Social Influences; Blacks; First Generation College Students; Political Issues; Brazil + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Ausland; Rassenunterschied; Racial discrimination; Rassismus; Social classes; Soziale Klasse; Sozialer Einfluss; Black person; Schwarzer; Politischer Faktor; Brasilien
Abstract	This article contributes to studies of race and class in English Language Teaching (ELT) by examining the local production of meanings in pedagogical encounters mediated by global textbooks, focusing on racialized occupational hierarchies in Brazil. We seek to locate these meanings in the interpretative frames provided by the experiences of two Black, first-generation university students, which we connect to dehumanizing histories of labor relations and narrow textbook representations. The findings suggest that Brazilian ELT, through its reliance on global textbooks, presents interactional scenarios that are often the site of racial humiliation. Following Grosfoguel and Sousa Santos' conceptualization of racial oppression, we identify racialized orders of being as an analytical category that allows for connections to be made between political economy and language education, including as part of anti-racist pedagogical efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01