Indigenous students’ agency vis-à-vis the practices of recognition and invisibilization in a multilingual university

Valencia, José Aldemar Álvarez; Miranda, Norbella

doi:10.1080/13562517.2022.2053952

Cited by 8 publications

(8 citation statements)

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“…A small group of participants involved in Usma Wilches et al's (2018) study acknowledged that cultural identity is associated with community and languages. Similarly, in a study by Álvarez Valencia and Miranda (2022), principles of CI were reviewed in light of a decolonial view to explain the position of students' intersectional subjectivities, communities, and languages, and to examine how Indigenous students engage in agentive actions to resist colonial practices. This is connected to the repositioning of Indigenous communities from a CI perspective.…”

Section: Critical Interculturality In Elt Colombian Scholarshipmentioning

confidence: 99%

“…There is also an increasing recognition of the importance of CI in the field of Foreign Language Teaching (FLT). Applied linguistic scholars (Álvarez Valencia, 2021;Álvarez Valencia & Michelson, 2022;Álvarez Valencia & Miranda, 2022;Canagarajah, 2023;Ferri, 2018;Halualani & Nakayama, 2010;Walsh, 2010a) have begun to discuss this term in relation to topics concerning social justice, decolonial perspectives, intercultural communication, critical frameworks for intercultural communication, Indigenous practices, context, issues of power, historical forces, and socio-economic relations. Other topics have to do with citizenship, multimodality, peace and coexistence, multilingualism, disability, crip linguistics, postmodernism, and cultural complexity.…”

Section: Introductionmentioning

confidence: 99%

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Critical Intercultural Pedagogical Experiences: The case of two public schools

Oviedo-Gómez,

Jaramillo-Cárdenas

2024

Colomb. appl. linguist. j

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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.

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Section: Critical Interculturality In Elt Colombian Scholarshipmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Critical Intercultural Pedagogical Experiences: The case of two public schools

Oviedo-Gómez,

Jaramillo-Cárdenas

2024

Colomb. appl. linguist. j

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“…Similarly, the review of studies by Colombian scholars reveals researchers advocating for language and multilingual programs to recognize and emphasize the value of our country's own linguistic and cultural diversity. Scholars such as Álvarez (2014); Arbeláez and Vélez (2008); Álvarez and Miranda (2022); de Mejía and Tejada (2020); Granados (2016); Usma et al (2018), acknowledge the relevance of bridging the gap between teaching languages and interculturality, as well as the importance of the intercultural relationship between diverse communities and the languages they are exposed to. Likewise, there is the recognition of intercultural sensitivity in bilingual teaching and learning as an agenda that should be considered imperative at all academic levels and for all groups that form part of a nation.…”

Section: Interculturality In Elt and Language Programs In Colombiamentioning

confidence: 99%

Incorporating an intercultural path in the National Bi/multilingual Program. The challenge

Jaramillo Cárdenas

2023

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L’intégration de l'interculturalité aux programmes de langues bi/multilingues est une revendication croissante des chercheurs colombiens dans les domaines de l'enseignement de l'anglais et de l'enseignement-apprentissage des langues. Le but principal de cet article est de répondre à une question concernant le rôle de l'interculturalité dans les programmes de langues, plus précisément, le Programme National Bilingue de mon pays (Colombia Bilingüe 2018-2022) et son impact au niveau scolaire. La méthodologie implique la révision des principales revues colombiennes et internationales d’enseignement d’anglais et de langues, ainsi que des documents nationaux concernés par la politique de bilinguisme en Colombie. Les résultats révèlent quatre défis dans l'articulation de l'interculturalité et du programme Colombia Bilingüe 2018–2022. Enfin, les conclusions soutiennent la demande des académiciens colombiens concernant l'interculturalité dans l'enseignement des langues et lancent un appel aux parties prenantes pour relever les défis identifiés et s'engager sur une voie interculturelle dans le Programme National Bilingue.

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“…The policy intends to support education in the Amerindian or Creole (for Blacks) languages spoken in the territories to safeguard, maintain, and promote ethnolinguistic and cultural diversity. Regarding HE, even though state-funded universities assign admission quotas for marginalized, Indigenous, African-descendant populations, and for victims of violence, among others, these policies fall short when addressing the financial, cultural, academic, and psychological factors that these populations endure to succeed in HE (Álvarez Valencia & Miranda, 2022;Álvarez Valencia & Wagner, 2021;Usma et al, 2018).…”

Section: Figure 1 Indigenous Reservations In Colombiamentioning

confidence: 99%

Indigenous Students and University Stakeholders’ Challenges and Opportunities for Intercultural Decolonial Dialogue

Álvarez Valencia,

Valencia

2023

Profile: Issues Teach. Prof. Dev.

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This article presents critical intercultural dialogue as a necessary curricular, pedagogical, and decolonial practice to engage and value Indigenous students’ cultural semiotic resources in higher education. Drawing from social semiotics, critical interculturality, and decolonial theory, the article analyzes Indigenous students’ structural barriers to accessing and completing their undergraduate programs. Using examples from pedagogy courses taught in English and reflections and learnings from a research project with Indigenous students, the article underscores and extends lessons to mobilize Indigenous students’ learning paths, sociocultural practices, and languages, showcasing intercultural dialogue within a public university. Reflections on the tensions, constraints, and possibilities to facilitate university stakeholders’ engagement at multiple levels are discussed.

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Indigenous students’ agency vis-à-vis the practices of recognition and invisibilization in a multilingual university

Cited by 8 publications

References 20 publications

Critical Intercultural Pedagogical Experiences: The case of two public schools

Critical Intercultural Pedagogical Experiences: The case of two public schools

Incorporating an intercultural path in the National Bi/multilingual Program. The challenge

Indigenous Students and University Stakeholders’ Challenges and Opportunities for Intercultural Decolonial Dialogue

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