Critical pedagogy and race in TESOL
Keywords:
critical pedagogy, language teaching, values, multiculturalismAbstract
Having been initiated by the work of Paolo Freire in Brazil and other South American countries, critical pedagogy has continued to influence the English language teaching profession since the 1980s. Focusing on social change and social justice via education, critical pedagogy views education as a political activity. On the edges of the spectrum, education can maintain the status quo or challenge the social, political, economic, and cultural structures locally and globally. In this regard, language becomes a crucial element in maintaining or challenging the status quo. In English language teaching, the development of the field is directly related to colonialism and recently to globalism. Through its aims and content, English language teaching needs to be critically evaluated in terms of the values being transmitted in schools, training centres, textbook, media, and so on. Moreover, although learning the English language is a global phenomenon, especially textbooks used in language teaching continues to marginalise various races, with a colour blindless mentality. Critical multiculturalism can be an organic response to this distorted perspective, whether it is made consciously or unconsciously.
Downloads
References
Allen, R. L. (2005). Critical Pedagogy and Race. Malden, MA: Blackwell.
Benesch, S. (2001). Critical English for Academic Purposes. Mahwah, NJ: Lawrence Erlbaum.
Chun, C. W. (2014). Addressing racialized Multicultural discourses in an EAP textbook: Working toward a critical pedagogies approach. TESOL Quarterly 50(1), 109-131.
de los Rios, C., Lopez, J., & Morrel, E. (2015). Toward a critical pedagogy of race: Ethnic studies and literacies of power in high school classrooms. Race Social Problems 7(1), 84-96.
Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press.
Freire, P. (1973). Education: The practice of freedom. London: Writers and Readers.
Gray, J. (2002). Globalization and language teaching. London: Routledge.
Grioux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin.
Jorge, M. (2012). Critical literacy, foreign language teaching and the education about race relations in brazil. The Latin Americanist, 56(4), 79-90.
Kubota, R. (2002). The author responds: (Un)Raveling racism in a nice field like TESOL. TESOL Quarterly, 36(1), 84-92.
Kubota, R., & Lin, A. (2006). Race and TESOL: Introduction to concepts and theories. TESOL Quarterly, 40(3), 471-493.
Kumaravadivelu, B. (2006). TESOL methods: changing tracks, challenging trends. TESOL Quarterly 40(1), 59-81.
Lynn, M. (2005). Critical Pedagogy and Race (s. 127-157). Malden, MA: Blackwell.
Mackie, A. (2009). Race and desire: Toward critical literacies for ESL. TESL Canada Journal 20 (2), 23-37.
Monchinski, T. (2008). Critical pedagogy in the everyday classroom. Netherlands: Springer.
Pennycook, A. (1998). English and the discourse of colonialism. London: Routledge.
Skerrett, A. (2011). English teachers’ racial literacy knowledge and practice. Race Ethnicity and Education, 14(3) 313-330.
