Exclusionary Practices of English Language Teaching Departments in Turkey: Radical Pedagogy, British Colonialism and Neoliberalism

Autor/in	Ordem, Eser
Titel	Exclusionary Practices of English Language Teaching Departments in Turkey: Radical Pedagogy, British Colonialism and Neoliberalism
Quelle	In: Educational Philosophy and Theory, 54 (2022) 2, S.170-182 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ordem, Eser)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1888710
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Neoliberalism; Foreign Policy; Politics of Education; Public Policy; Ideology; Global Approach; Civil Rights; Language Usage; Cultural Influences; Political Issues; Power Structure; Curriculum; Language Teachers; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Neo-liberalism; Neoliberalismus; Außenpolitik; Educational policy; Bildungspolitik; Öffentliche Ordnung; Ideologie; Globales Denken; Bürgerrechte; Grundrechte; Zivilrecht; Sprachgebrauch; Cultural influence; Kultureinfluss; Politischer Faktor; Curricula; Lehrplan; Rahmenplan; Language teacher; Sprachunterricht; Türkei
Abstract	This study problematizes English language teaching departments (ELT) in Turkey that have ignored the importance of radical pedagogy, the history of British colonialism and neoliberalism in the curriculum because Orientalist, Occidentalist and neoliberal discourses have led to the exclusion of critical discourses in ELT in Turkey. Therefore, the possible reasons for the absence of some curricular topics present a complicated structural problem. Exclusionary practices of ELT departments can be ascribed to Turkey's political regimes that have reinforced both nation-state ideology and Anglo-American neoliberal policies. The English language has also been reified as a gateway to westernization and globalization under the feeling of urgency and fear of falling behind. Therefore, the spread of English has been allowed in almost all spheres of life even if neglecting local, national and international languages has violated linguistic human rights. This paper proposes that the dominance of English can be deconstructed by including radical pedagogy and the history of British colonialism and neoliberalism into the curriculum and by prioritizing linguistic human rights to allow more space for the survival of other languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01