What’s behind a literacy war? A discursive and political analysis of the neoconservative Brazilian literacy policy

Duboc, Ana Paula Martinez; Ferraz, Daniel de Mello

doi:10.1080/17447143.2020.1800714

Cited by 7 publications

(3 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Radicals might value the awareness raised regarding the failures of the nation-state and its most powerful elites. So, in politically charged settings in which curricula are closely monitored and teachers potentially dismissed for allowing or encouraging dissenting voices to be heard, a project like "Get Involved" TEACHING THE NATION(S) potentially creates a bit of "wiggle room" when teaching the nation(s) (e.g., Duboc & Ferraz, 2020). Along with considerations of contentbased EAP issues, these were my thoughts as I developed the scope and components of the assignment.…”

Section: Brianmentioning

confidence: 99%

Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐Based EAP Program

Morgan

Ahmed

2023

TESOL Quarterly

View full text Add to dashboard Cite

The plurality of nation in this title foregrounds the challenge of teaching a geopolitical entity whose survival depends on building emotional ties of belonging. These ties can be problematic in diverse societies in which collective identities compete for recognition. In Canada, nationhood tied to language and culture is claimed by French‐speaking Quebecers; it is also invoked by many Western‐Canadian politicians to express a growing alienation from Eastern Canada's perceived socio‐economic dominance. In Canada's constitution, the term First Nations represents the indigenous peoples who are the country's original inhabitants. In this context, teaching the nation(s) is indeed challenging. In response, the authors adopt duoethnography as both research methodology and pedagogy in their content‐based English for Academic Purposes (EAP) courses. They first explore their experiences and emotional attachments to nationhood, reflecting on their influences on teaching around language and citizenship. They then provide two EAP assignments as examples: The first is a course assignment in which students critically examine hyphenated national identities through duoethnographic inquiry. The second is called the Get Involved project, which examines service learning and citizenship. Both examples demonstrate the importance of critical affective literacies to expand the pedagogical repertoires of EAP teachers and students in a time of resurgent nationalism.

show abstract

Section: Brianmentioning

confidence: 99%

Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐Based EAP Program

Morgan

Ahmed

2023

TESOL Quarterly

View full text Add to dashboard Cite

show abstract

“…According to Duboc and Ferraz (2011), critical literacy stems from the contributions of critical education, which was influenced by Paulo Freire's pedagogy. Freire proposes a focus on the problematization of social issues and a different attitude when dealing with texts, aiming at understanding privileges.…”

Section: Re(thinking) Critical Literacies In Teylmentioning

confidence: 99%

“…We agree with the participant that the moment requires proposals that are consistent, flexible and sensible. In this sense, it seems fitting to focus on teacher education associated with critical education, appreciating educators' subjectivities, identities, and histories in this web of knowledge, as stated by Duboc and Ferraz (2020). Thus, expanding the concept of teacher education implies understanding that it is a broad process, one which is not restricted to a single, specific undergraduate course, although Languages and Literature courses should minimally guarantee that future teachers have contact with the area of TEYL during their teaching license program.…”

Section: Teacher Education: Re-educating To Expand Our Perspectivesmentioning

confidence: 99%

Re(thinking) Critical Language Education with Children and Teacher Education During (and After) Pandemic Times

Kawachi-Furlan

Tonelli

2021

Rev. bras. linguist. apl.

View full text Add to dashboard Cite

The aim of this article is to discuss teachers’ perspectives on how the COVID-19 pandemic has impacted the teaching of English to young learners (TEYL). We focused on one specific question (from a 10-question online questionnaire) in which participants shared their thoughts, experiences and concerns about TEYL in pandemic times. The answers were analyzed in a qualitative perspective, based on critical literacy research and studies in the field of TEYL. The results indicate the participants’ exhaustion due to dealing with unusual situations, and teaching focused exclusively on content in an attempt to show how teachers are reinventing themselves despite uncertainties and lack of training. The present moment requires reflections about goals and expectations in TEYL and in teacher education.

show abstract

Potential of a Pluriversal Literacies Framework for Decolonizing English as Foreign Language (EFL) Policy and Practice in Colombia

Becerra Posada

2024

Colomb. appl. linguist. j

View full text Add to dashboard Cite

Literacy scholars have pointed out the neoliberal co-opting of literacy and language learning, specially when English is often promoted as the language of progress by the English language teaching industry and educational policies worldwide. This utilitarian discourse on English language learning has been passively accepted and reinforced by governments, policy makers, educators, and society in general. Such positioning not only furthers neoliberal values of competition and individualism, but also perpetuates Western ideas of development that have proven to be detrimental for our planet. Scholars in the field of Education have acknowledged the necessity of prioritizing indigenous epistemologies to transform education. Thus, in this article I introduce the ‘Pluriversal literacies’, a decolonial framework which conceptualizes literacies as relational, land-based, and multisentient practices, such as weaving plants, constructed within communities and their territories. I argue that this framework may facilitate the transformation of English language teaching, especially in foreign language contexts, by centering and valuing the knowledges, cultures, and literacies of non-dominant learners.

show abstract

What’s behind a literacy war? A discursive and political analysis of the neoconservative Brazilian literacy policy

Cited by 7 publications

References 13 publications

Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐Based EAP Program

Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐Based EAP Program

Re(thinking) Critical Language Education with Children and Teacher Education During (and After) Pandemic Times

Potential of a Pluriversal Literacies Framework for Decolonizing English as Foreign Language (EFL) Policy and Practice in Colombia

Contact Info

Product

Resources

About