Conspiring to Decolonise Language Teaching and Learning: Reflections and Reactions from a Reading Group

Autor/inn/en	Browning, Peter; Highet, Katy; Azada-Palacios, Rowena; Douek, Tania; Gong, Eleanor Yue; Sunyol, Andrea
Titel	Conspiring to Decolonise Language Teaching and Learning: Reflections and Reactions from a Reading Group
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 42 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Browning, Peter) ORCID (Highet, Katy) ORCID (Azada-Palacios, Rowena) ORCID (Douek, Tania) ORCID (Gong, Eleanor Yue) ORCID (Sunyol, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Stellungnahme; Second Language Learning; Second Language Instruction; Colonialism; Educational Change; Teaching Methods; Neoliberalism; Doctoral Students; Dialogs (Language); Group Discussion; Writing Processes; Curriculum Development; English (Second Language); Language Role; Universities; Personal Narratives; Language Teachers; Language Attitudes; Native Speakers; Language Variation; Power Structure; History; Political Influences; Teaching Experience; Social Systems; Cultural Context; Foreign Countries; China; India; Colombia; Spain; United Kingdom (London) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Kolonialismus; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Neo-liberalism; Neoliberalismus; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Dialog; Dialogs; Dialogue; Dialogues; Gruppendiskussion; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; University; Universität; Erlebniserzählung; Language teacher; Sprachunterricht; Sprachverhalten; Muttersprachler; Sprachenvielfalt; Geschichte; Geschichtsdarstellung; Political influence; Politischer Einfluss; Social system; Soziales System; Ausland; Indien; Kolumbien; Spanien
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. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01