Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group
<p class="first" id="d678181e167">Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group ‘Colonialism(s), Neoliberalism(s) and Language Teaching and Learning’, which...
Main Authors: | , , , , , |
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Format: | Article |
Language: | English |
Published: |
UCL Press
2022-10-01
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Series: | London Review of Education |
Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.42 |
Summary: | <p class="first" id="d678181e167">Within the spirit of conspiration, this article brings together contributions from
participants of the PhD-led UCL Reading and React Group ‘Colonialism(s), Neoliberalism(s)
and Language Teaching and Learning’, which ran in 2019/20. Weaving together various
perspectives, the article centres on the dialogic nature of the decolonial enterprise
and challenges the colonial concept of monologic authorial voice. Across the reflections
on participants’ own engagements with questions of decolonising language teaching
and learning, we pull together three threads: the inherent coloniality of the concepts
that shape the very disciplines we seek to decolonise; the need to place decolonial
efforts within broader contexts and to be sceptical of projects claiming to have completed
the work of decolonising language teaching and learning; and the affordances and limitations
offered to us by our positionalities, which the reflexivity of the conspirational
encounter has allowed us to explore in some depth. The article closes with a reflection
on the process of writing this article, and with the assertion that decolonising the
curriculum is a multifaceted and open-ended process of dialogue and conspiration between
practitioners and researchers alike.
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ISSN: | 1474-8460 1474-8479 |