Critical Literacies in Colombia

Mora, Raúl Alberto; Cañas, Claudia; Gutiérrez-Arismendy, Gloria; Ramírez, Natalia Andrea; Gaviria, Carlos A.; Golovátina-Mora, Polina

doi:10.4324/9781003023425-17

Cited by 4 publications

(1 citation statement)

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“…Outside of school settings, everyday play can be a form of resistance and critique that boldly reveals the inadequacies of designs, systems and social relationships (Flanagan, 2009; Sicart, 2014). Within the context of formal schooling, and specifically within literacies education, Mora et al (2021) have suggested that critical literacies can include “develop[ing] a real criticality that sees text engagement as disruption, as not going with the orthodoxy of the curriculum but proposing new ways to play with texts” (p. 154). We further contend that critical approaches to play, especially within teacher learning, can be resonant with Philip’s (2019) call for “greater attention in teacher education to the improvisational dimensions of teaching that are increasingly undervalued in rigid treatments of practice […] [and] essential for novice teachers to learn the relational and humanistic aspects of teaching” (p. 3).…”

Section: Playful Literacies For Educatorsmentioning

confidence: 99%

Tinkering toward teacher learning: a case for critical playful literacies in teacher education

McBride

Smith

Kalir

2023

ETPC

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Purpose The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher education? Design/methodology/approach To examine how teacher educators may design for teachers’ critical playful literacies, the authors offer three “worked examples” (Gee, 2009) of preservice teachers’ playful practices in an English literacies teacher education course. Findings The authors highlight instructional design elements pertinent to co-designing for teachers’ play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching’s perpetual performance. Originality/value The term “playful,” as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies – and, more specifically, educators’ literacies and learning – is less frequently explored.

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Section: Playful Literacies For Educatorsmentioning

confidence: 99%

Tinkering toward teacher learning: a case for critical playful literacies in teacher education

McBride

Smith

Kalir

2023

ETPC

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Criticality and English Language Education: An Autoethnographic Journey

Mora

2021

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This article, relying on a series of epiphanies throughout my journey as a researcher and scholar-activist, shares my relationship with criticality and how it has guided my research and teaching agendas. I share how critical theories have informed my main research areas and the questions and issues I have raised in my own work. The article also discusses my main scholarly influences and how my interactions with varied literature, mentors, and colleagues have shaped my own criticality. I also take a moment to reflect on how this journey has helped the field of language education in Colombia to continue with the evolution toward stronger critical and social justice-oriented frameworks and how I see my changing positionality as mentor and ally of colleagues and the future cadres of scholars moving forward.

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Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE

Mora

2022

GIST

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Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Language (ECL) as the intermediate step toward Colombian English (CE). This article will first problematize EFL as a segue into detailing the transition and some considerations involving our views of English and teacher education.

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Critical Literacies in Colombia

Cited by 4 publications

References 0 publications

Tinkering toward teacher learning: a case for critical playful literacies in teacher education

Tinkering toward teacher learning: a case for critical playful literacies in teacher education

Criticality and English Language Education: An Autoethnographic Journey

Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE

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