EFL Pre-Service &amp; In-Service Teachers as Agents of Change: Enhancing Social Justice Practices in a Colombian Public University

Medina, Nancy Emilce Carvajal

doi:10.33423/jhetp.v20i11.3770

Cited by 5 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The CI perspective in this case was embraced by the language teacher as an opportunity to enable spaces and efforts in the school to work on students' issues concerning the socially unjust agenda in the city. Likewise, Colombian scholars (Carvajal Medina, 2020;Mojica & Castañeda-Peña, 2017;Ortega, 2019;Paredes-Méndez et al, 2021) confirm the relevance of this topic regarding English language teaching and learning. The authors agree that linking social justice to English language classes offers the possibility of re-imagining ways of communication, as it provides a space that considers different voices, not only one.…”

Section: The Case Of Medellín Antioquiamentioning

confidence: 79%

Critical Intercultural Pedagogical Experiences: The case of two public schools

Oviedo-Gómez,

Jaramillo-Cárdenas

2024

Colomb. appl. linguist. j

View full text Add to dashboard Cite

This article is the result of our research interest in the concept of Critical Interculturality (CI) along with our professional pedagogical experiences at the public-school level. The experiences took place in two different regions in Colombia, Medellín, Antioquia, and Florencia, Caquetá. These experiences were initially systematized in a PhD seminar concerning Critical Intercultural theories. First of all, we conceptualise CI from a Latin-American perspective associated with patterns of power and hierarchical structures, while bringing to light other ways of being, living, and knowing. Then, we look at the current stage of English Language Teaching (ELT) Colombian scholarship on CI, which is increasingly being studied from the standpoint of theory rather than practice. Finally, we describe two experiences that highlight public school teachers’ practices from a critical intercultural view going beyond CI theory by categorising and proving that it is possible to undertake authentic critical intercultural pedagogical experiences in the EFL/ELT field.

show abstract

Section: The Case Of Medellín Antioquiamentioning

confidence: 79%

Critical Intercultural Pedagogical Experiences: The case of two public schools

Oviedo-Gómez,

Jaramillo-Cárdenas

2024

Colomb. appl. linguist. j

View full text Add to dashboard Cite

show abstract

“…In sum, this paper offers elements to consider non-western ontologies that may inform the positionality and identity construction processes of efl pre/in-service teacher-researchers who may want to stand on critical decolonial grounds. Furthermore, it introduces the pedagogy of possibilities (Carvajal Medina, 2020) as an alternative to decolonizing the Self and efl/esl teaching. It also presents lived experiences, testimonios, and art-creations as epistemic sites.…”

Section: íKalamentioning

confidence: 99%

“…It is an important task because "looking at competing constructions of identity in language classrooms is perhaps one way to problematize practice" (Miller, 2007, as (Buendía-Arias, et al, 2020) and do not account for the socio-cultural particularities of the urban and rural settings (Usma & Peláez, 2017). Another challenge is developing curricula and syllabi that incorporate peacebuilding and social justice agendas to form leaders and active-solidary-responsible citizens that contribute to the betterment of economic, social, and cultural challenges (Serrano, 2008;Franco-Serrano, 2010;Carvajal Medina, 2020;Ortega, 2020). Other demanding tasks for such programs are: responding to the pedagogical (Torres-Rocha, 2019), linguistic (Buendía-Arias, et al, 2020;Henao Mejía, 2020) and self colonialism (Carvajal Medina, 2020), among others.…”

Section: íKalamentioning

confidence: 99%

Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia

Medina

Torres²,

Páez³

et al. 2022

Íkala

View full text Add to dashboard Cite

In addressing the 21st century neocolonial research condition, in this article the au- thors firstly discuss how academia in general, and elt in particular, may configure as oppressive colonizing sites. Secondly, they introduce their own experience as pre- service and in-service educators who took part in pedagogy of possibilities (pop) at a university in Tunja, Colombia. Indigenous principles like interconnectedness and relationality and Chicanx/Latinx concepts, such as bodymindspirit, path of cono- cimiento, and spiritual activism were foundational to these educators’ pop. To them, pedagogy was a political act to resist the disembodied/disengaged/dispassionate nature of teaching/researching/being in academia and beyond. This four-year crit- ical-community autoethnography, uses testimonies, journals, and artistic creations as knowledge-gathering methods to analyze how decolonizing teaching-research practices informed the re-signification of these educators’ personal and professional identities. Theoretical coding revealed that pop permitted participants to engage in decolonial practices of self-recognition, re-construction, empowerment, growth, and healing. The analysis also revealed that decolonizing the self leads to the adoption of a positionality where values such as care and respect for one’s self and communities are paramount to move forward social-justice-critical-decolonial agendas. The results suggest the need to re-signify elt pedagogical and educational practices beyond neo- liberal agendas which propose rankings, individualism, and competition.

show abstract

“…Second, as stated by the International Covenant on Economic, Social and Cultural Rights, which has been widely ratified and underpins the UN’s Sustainable Development Agenda (UN, 2019), accessible HE can contribute to the ‘full development of the human personality and the sense of its dignity, and shall strengthen the respect for human rights and fundamental freedoms’ (OHCHR, 2022: article 13.1). In a country in which, even after decades of civil war and the signing of the peace accords in 2016, armed violence and human rights abuses continue to be perpetrated by both state and non-state actors, quality HE could play a key role in forging a lasting peace, addressing injustice and consolidating democracy (Carvajal, 2020; Human Rights Watch, 2022; Novelli, 2010). Finally, Colombia was influential in the formulation of the original SDGs and has integrated them into its Plans for National Development (PND) for 2018–2022 and 2022–2026, respectively, thus affirming its commitment to the 2030 Agenda ( Departamento Nacional de Planeación 2 [DNP], n.d.; DNP 2023; SEI, 2022).…”

Section: Introductionmentioning

confidence: 99%

Some implications of the neoliberal massification of Colombian HE for achieving the sustainable development goals

Mackenzie

2023

Policy Futures in Education

View full text Add to dashboard Cite

This article draws on existing research, including publicly available data, to identify changes in Colombian HE which have led to its progressive massification and neoliberalisation. These include the introduction of standardised testing; endogenous and exogenous privatisation (Ball and Youdell, 2007); the expansion of the country’s non-income contingent loan scheme; cost-cutting and cost-sharing; and the Government of Colombia’s prioritisation of technical and technological (T&T) education. The article then explores some implications of this neoliberal massification of Colombian HE for the achievement of the UN’s sustainable development goals in general and more specifically Sustainable Development Target 4.3, which is the only target to explicitly reference inclusion in HE. The analysis suggests that although some neoliberal policies may have broadened access to HE for some Colombians from low-income and rural backgrounds, they are not consistent with a sustainable development agenda. Reasons for this include the large number of student loans recipients who are in arrears; the use of public money to finance students’ courses in private higher education institutions (HEIs); the prioritisation of T&T education which leaves limited room in Colombian HE for the ‘full development of the human personality’ (OHCHR, 2022: article 13.1); and the country’s overreliance on non-renewable resources for its economic prosperity. The paper ends with some proposals for disrupting the ongoing neoliberalisation of higher learning in Colombia such as the replacement of the country’s non-contingent loan scheme with an income-contingent model; improving the efficiency and accountability of state-run T&T programmes; the granting of student loans only for courses at accredited HEIs; the provision of loans to accredited private HEIs only in cases where no public alternative exists; the abolition of tuition fees in public HEIs for the poorest students; the introduction of stipend-supported internships; and the promotion of Civic Education.

show abstract

EFL Pre-Service & In-Service Teachers as Agents of Change: Enhancing Social Justice Practices in a Colombian Public University

Cited by 5 publications

References 0 publications

Critical Intercultural Pedagogical Experiences: The case of two public schools

Critical Intercultural Pedagogical Experiences: The case of two public schools

Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia

Some implications of the neoliberal massification of Colombian HE for achieving the sustainable development goals

Contact Info

Product

Resources

About