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Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
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In: Capstone Showcase (2022)
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A Path to Decolonizing the Online Classroom
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In: Northwest Journal of Teacher Education (2022)
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A rapid review of anti-racism strategies and tools to inform the establishment of an anti-racism strategy across South Australian Government agencies Protocol ...
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A rapid review of anti-racism strategies and tools to inform the establishment of an anti-racism strategy across South Australian Government agencies Protocol ...
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| 5 |
Método de Abordajes Lingüísticos Convergentes para el ACD: una propuesta aplicada al análisis de comentarios digitales
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 92-114 (2022)
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| 6 |
The responsibilities of Linguistics programs: preparing and supporting Linguistics students in collaborative, revitalization-oriented work
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Decolonial Vitalities: Kodiak Alutiiq Language Revitalization as Cultural Reclamation
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Profession of the Unseen: Postcolonial Scholar Poets and the Formation of World Literature ...
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: University of Virginia, 2021
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| 9 |
Bodily Contraction Arises with Dukkha: Embodied Learning to Foster Racial Healing
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In: Religions; Volume 12; Issue 12; Pages: 1108 (2021)
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| 11 |
A crítica do universalismo hegeliano em três tempos: Fanon, Dussel e Freire
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In: Griot: Revista de Filosofia ; 21 ; 2 ; 395-404 (2021)
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| 12 |
The Gateway to Liberation and the Re-shaping of the Black Female Image
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| 13 |
Cartografias Subalternas: travessias epistemológicas para a Ciência da Informação ; Subaltern Cartographies: epistemological paths for Information Science
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| 14 |
Pedagogies of Be[Ing], Be[Longing] and Be[Coming]: Social Justice and Peacebuilding in the English Curriculum of a Marginalized Colombian Public High School
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Abstract:
Colombia has experienced over five decades of political unrest and extreme violence. This has caused suffering not only for those involved in the armed conflict, but for marginalized populations in general, and specifically for disadvantaged students in public schools. Although the education system has required that issues of peace, conflict resolution, citizenship and social justice be addressed in history and social studies classes, this has not been the case for English classes. In fact, English language teaching has mainly focused on linguistic aspects of the language through content that is sometimes irrelevant to the most vulnerable communities. Starting with a personal onto-epistemological paradigm as a point of entry, this critical ethnographic case study considers how lived social justice and peacebuilding curriculum (SJPBC) occurs in three English classrooms, and how this helps high school students to learn English communication skills that allow them to discuss issues of social justice, as well as to help resolve problems that are relevant for their communities. From May to December 2018, fieldwork was carried out in a public high school, in Bogotá, Colombia with three English teachers and students from Grades 6 to 11. Data collected included teacher interviews, student focus groups, field observations, and artifacts which were used content and theme analysis as interpreted through the lens of grounded theory. Findings revealed four major theoretical ideas related to 1) how teachers create a social justice-inspired curriculum that guides students to learn English, 2) how this curriculum reflects the students’ and teachers’ sense of community and, 3) how selected classroom activities raised social awareness towards a more humanizing pedagogy for English, and 4), how to create a novel research-based model for teaching English that resonates with the students’ needs, expectations, and dreams for their future . Ultimately, in this project I juxtapose the teachers’ classroom pedagogy with the students' lived experiences. Research and pedagogical implications are provided to shed light on the future of English language teaching, especially in marginalized countries such as Colombia. ; Ph.D.
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Keyword:
0441; Colombia; Decolonization; English Language Teaching; Ethnography; Peace Education; Social Justice
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URL: http://hdl.handle.net/1807/109308
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| 15 |
Decolonizing Teaching in Online English for Academic Purpose Environments
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 16 |
Global Citizenship Education and Heritage Preservation of Host National Students in GCC International Bilingual Schools
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In: The Organizational Improvement Plan at Western University (2021)
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An investigation into the loss and revitalization of First Nations languages in Manitoba: perspectives of First Nations educators
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| 18 |
Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 166-181 (2021) (2021)
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| 19 |
Translanguaging as a Tool for Decolonizing Interactions in a Space for Confronting Inequalities
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 36, n. 3 (2020) ; 1678-460X ; 0102-4450 (2021)
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| 20 |
‘Requires proofing by a native speaker’ – colonization and scholarship
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In: Costello, Eamon orcid:0000-0002-2775-6006 (2020) ‘Requires proofing by a native speaker’ – colonization and scholarship. Insights, 33 . pp. 1-7. ISSN 2048-7754 (2020)
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