Description
Pluriversal Language Teaching and Research: The Case of Three Promising Practices for Social Justice and Inclusionn recent years, concepts of diversity and inclusion in education have been on the rise due to the ongoing struggles due to social inequality and discrimination against minorities at a global scale. Education has long been pointed to as the equalizer to find alternatives and solutions to this international crisis, more specifically what its role might be after a "post-pandemic" state. This presentation will describe pedagogical initiatives that promote equity and inclusion from three different perspectives and research projects: Addressing Anti-Black racism in an ESL class in Canada; peace education for social cohesion in Colombia; and the revitalization of the Quechua language in Latin America through online and in-person sessions. The approaches described in this presentation hope to serve as guiding points for pre/in-service teacher education seeking alternative forms of teaching leading towards a more democratic, and socially-just world.
Using a pluriversal politics approach to understand the three distinct pedagogical approaches, I intend to provoke critical reflections to respond to the questions of how to address diversity and inclusion in the contexts of minority education. To this, Arturo Escobar (2020) proposes opening up a new perspective on reality and possibility, a new world in which all are accounted for, he advocates for the "Pluriverse" – "a world where many worlds fit" (p. 9). He interrogates the roots of dualities such as nature/culture, object/subject, fact/value and reason/emotion divide into a possible model of ontological or pluralistic politics in which radical relationality is envisioned "all entities that make up the world are so deeply interrelated that they have no intrinsic, separate existence by themselves" (p. xiii). As such, I argue that the three distinct pedagogical approaches converge at fighting for a new world beyond capitalism, neoliberal and globalist narratives to teach languages in which the center of the pedagogical practices are geared towards Buen Vivir, Vivir Sabroso and Sentipensar at the core of human existence (de Sousa Santos, 2008; Escobar, 2018, 2020; Fals-Borda, 2015; Lara, 2022; Oviedo Freire, 2017, 2020; Quiceno Toro, 2016).
This presentation will describe the potential to advance theoretical scholarship for decolonial approaches to language education and applied linguistics research (Macedo, 2019). The pedagogical experiences might extend research on culturally informed pedagogy and curriculum by contextualizing the importance of students' backgrounds and experiences in the creation of language curriculum and policies, in a manner that is sustaining and relevant to their context (Ladson-Billings, 1992; Paris & Alim, 2017). Specifically, this presentation hopes to translate experiential knowledge and critical research into innovative discussions on language education that may enhance students' social engagement in language learning, and thereby equip them with the necessary skills for critically evaluating global and local issues for more inclusive and equitable pedagogical practices.
Period | 14 Feb 2023 → 22 Feb 2023 |
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Event type | Conference |
Location | Washington, United States, District of ColumbiaShow on map |
Degree of Recognition | International |
Keywords
- Social Justice
- Decoloniality
- Critical theory