¿Inglés para la paz? Colonialidad, ideología neoliberal y expansión discursiva en Colombia Bilingüe

Hurie, Andrew H.

doi:10.17533/udea.ikala.v23n02a09

Cited by 23 publications

(16 citation statements)

References 42 publications

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“…A modern separating mechanism may objectify knowledge and deny English teachers' existence. This exemplifies the zone of nonbeing for English teachers (Fanon, 2009) towards a sort of neoliberal connection between PC and ELT (Hurie, 2018).…”

Section: Dossiermentioning

confidence: 84%

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The peace tree in ELT: A problematizing exploration

Gutiérrez

2021

Ciudad Pazando

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The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

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Section: Dossiermentioning

confidence: 84%

“…Additionally, the State's power in PC through its discursive enunciations: English for peace, peaceful future or sustainable peace, or even citizenship (MEN and BC) possibly represent another homogenizing source, and marketing neoliberal aims (Hurie, 2018). Inside them, an ideal learner and a teacher are imagined in a continuity.…”

Section: Dossiermentioning

confidence: 99%

The peace tree in ELT: A problematizing exploration

Gutiérrez

2021

Ciudad Pazando

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“…Peace construction in educational settings and, particularly, in English language classes may emerge as a neoliberal objective (Hurie, 2018). In this news report, for example, the peacetime tourist sector represents an important source of capital for the English language teaching enterprise within a marketing frame.…”

Section: [T3]excerptmentioning

confidence: 99%

“…For this reason, English for Peace has been perceived as a neoliberal discourse in Colombia that actually expresses peace and conflict through a technical use of language and its teaching as a tertiary priority (Hurie, 2018). From the documents' analysis here, English for Peace in Colombia appears as a strategy for constructing peace in different cities, such as Yopal (the strategy's pioneer department.)…”

Section: [T3]excerpt 16mentioning

confidence: 99%

An-Other4 Reading of Peace Construction in ELT

Gutiérrez¹

2021

Análisis

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Someone recently suggested to me: “war is more profitable than peace” (J. Rodríguez, personalcommunication, October 24th, 2017). This prompted my consideration of the idea that peaceconstruction in multiple settings could entail purposes other than the taken-for-granted and literalones (Aldana, in press). In this reflective article, within the journal’s language and conflict theme,I will discuss discourses related to the handling of peace construction in order to examine itstransformation in governmental, academic and media documents up to 2019. Documentscontaining the word peace in various contexts were selected, and as such the period varied. Thework is approached from my position as a mixed-race educator and researcher with a decolonialand critical epistemological perspective. This qualitative exploratory study approaches peaceconstruction in ELT from a field of methodological uncertainties and a creative toolbox. Bothhistoricizing and critical discourse analysis resources are employed in an inclusionary manner toachieve the eventualisation (Restrepo, 2008) of multiple ways of understanding and referring tothe construction of peace in ELT. In this sense, the role of language appears as an underlyingstarting point. The results discuss the discourse about pacification for progress in ELT as adiscursive event with different universal and market interests. It constitutes an alternative readingof peace construction in ELT as linked to seemingly disperse discursive events mediated bylanguage in real documents.

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“…The United States has financed military efforts and participated in political issues as an effort to expand its access to the Colombian markets and give ground to political interests. Hurie (2018) argues that the interference of the United States along with other English as L1-speaking European countries is not limited to the political-military sphere; English education constitutes one of the multiple battlefields. Giroux (2011) acknowledged the power of neoliberal discourses and practices in education when he stated "it is not surprising that education in many parts of the world is held hostage to political and economic forces that wish to convert educational institutions into corporate establishments defined by a profit-oriented identity and mission" (p.12).…”

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confidence: 99%

Critical Pedagogy and L2 Education in the Hemispheric South

Echeverri-Sucerquia¹

2020

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Colombia, as other Latin American countries, has not been indifferent to the power of English as the language of business, international communication and academia. Since the end of the 20th century, there has been a great push in the country to promote the teaching of English: language policies have been formulated, ideal levels of proficiency have been established (based on a framework initially designed for European countries), and a national English curriculum for all grade levels has been distributed among schools. The status English has gained competes with that of other foreign languages and more evidently with heritage languages. The field of L2 education in Colombia is experiencing a tension between neoliberal interests of L2 education to support social mobility and the nation's economic growth and political power (with a focus on linguistic and communicative competence), and alternative academic agendas grounded on the analysis of the influence of social, cultural, and economic factors on L2 teaching and learning, and on learners' identities. In this article, I use the example of an analysis of L2 education, from a critical pedagogy standpoint, using a Latin American university as a context to depict such a contrast. This University is a place where there is confluence of diverse languages that have different social statuses: English as lingua franca, European and Asian foreign languages, and heritage languages. I argue that critical pedagogy, partly inspired in the work from intellectuals from the Hemispheric South, serves as a framework to guide analyses of power in the relationship between these languages and L1, and the effect of such relations of power on learners' identities. Also, I contend that by using critical pedagogy in this context, it becomes transformed, nurtured, as it overlaps and dialogues with other knowledges developed in the Hemispheric South.

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¿Inglés para la paz? Colonialidad, ideología neoliberal y expansión discursiva en Colombia Bilingüe

Cited by 23 publications

References 42 publications

The peace tree in ELT: A problematizing exploration

The peace tree in ELT: A problematizing exploration

An-Other4 Reading of Peace Construction in ELT

Critical Pedagogy and L2 Education in the Hemispheric South

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