1887
Volume 36, Issue 1
  • ISSN 1461-0213
  • E-ISSN: 1570-5595
USD
Buy:$35.00 + Taxes

Abstract

Abstract

The aim of this paper is to analyze a set of didactic materials developed to teach English as an Additional Language at a Brazilian public school in Rio de Janeiro. Such materials were designed to invite 7th grade students with diverse social, racial, and economic backgrounds to learn about the world and the English language from viewpoints that delineate a decolonial stance (Mignolo, 2010Kumaravadivelu, 2016Jansen, 2017). Grounded on the notions of Critical Race Literacy (Ferreira, 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities built upon emancipatory (Freire, 1996) and transgressive (Pennycook, 2006hooks, 2013) approaches to Applied Linguistics and Language Education, understanding English Language classrooms as privileged arenas for the construction of ideas on race. The methodological approach is based on the premises of a Dialogical Discourse Analysis (Brait, 2006/2018) to identify centripetal and centrifugal forces (Bakhtin, 1981) in the didactic materials produced. Results have indicated that the discourse genres selected (Bakhtin, 2003/1979 apud Tilio, 2017) and the set of activities developed are permeated by social voices (Bakhtin, 1981) that promote decolonial dialogues in the English language classroom.

Loading

Article metrics loading...

/content/journals/10.1075/aila.22016.coa
2023-07-24
2024-06-18
Loading full text...

Full text loading...

References

  1. Ackimie, P.
    (2021) Racist humor and Shakespearean comedy. InA. Thompson (Ed.), The Cambridge companion to Shakespeare and race. Cambridge University Press. 10.1017/9781108684750.004
    https://doi.org/10.1017/9781108684750.004 [Google Scholar]
  2. Adams, T. E., Jones, H. S., & Ellis, C.
    (2014) Autoethnography. Understanding qualitative research (1st ed.). Oxford University Press.
    [Google Scholar]
  3. Adichie, C.
    (2009) The danger of a single story. Retrieved on19 April 2021fromhttps://www.youtube.com/watch?v=D9Ihs241zeg
    [Google Scholar]
  4. Alim, H. S.
    (2005) Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24–31. 10.3102/0013189X034007024
    https://doi.org/10.3102/0013189X034007024 [Google Scholar]
  5. Almeida, S.
    (2018) O que é racismo estrutural?Letramento.
    [Google Scholar]
  6. Badoe, A., & Diakité, B.
    (2008) The pot of wisdom. Ananse stories. Groundwood Books.
    [Google Scholar]
  7. Bakhtin, M.
    (1979/2003) Estética da criação verbal. São Paulo: Martins Fontes.
    [Google Scholar]
  8. (1981) The dialogic imagination: Four Essays by M. M. BAKHTIN. Edited byHolquist, M. (ed.), Emerson, C. and Holquist, M. (trans.), University of Texas Press Slavic series, Austin.
    [Google Scholar]
  9. (1984) Problems of Dostoevsky’s poetics (Theory and History of Literature, Vol. 8, 1st ed.). University of Minnesota Press. 10.5749/j.ctt22727z1
    https://doi.org/10.5749/j.ctt22727z1 [Google Scholar]
  10. (1986) Discourse in the novel. InSpeech genres and other late essays (pp.259–422). Austin University of Texas Press.
    [Google Scholar]
  11. (1986) The problem of speech genres. InSpeech genres and other late essays (pp.60–102). Austin University of Texas Press.
    [Google Scholar]
  12. (1987) A cultura popular na Idade Média e no Renascimento. Hucitec.
    [Google Scholar]
  13. Bakhtin, M. M., Holquist, M.
    (Ed.) & Emerson, C. (Trans.) (1982) The dialogic imagination: Four essays (revised ed.). University of Texas Press.
    [Google Scholar]
  14. Brait, B.
    (2018) Bakhtin: Outros conceitos-chave. Contexto (original work published 2006).
    [Google Scholar]
  15. Brocos, M.
    (1895) Cam’s redemption. Retrieved on5 November 2021fromhttps://mare.art.br/a-redencao-de-cam/
    [Google Scholar]
  16. Degruel, D., Serbin, S., Rubel, S.
    (2014) Yennega – Princess of Gambaga. Editorial and artistic direction: E. Joubeaud. United Nations Educational, Scientific and Cultural Organization. Retrieved on10 March 2020fromhttps://en.unesco.org/womeninafrica/sites/default/files/pdf/Yennega%2C%20Princess%20of%20Gambaga_Women%20in%20African%20History_Comic%20Strip.pdf
    [Google Scholar]
  17. Demeter, J. M.
    (2019) African-American Shakespeares: Loving blackness as political resistance. InH. Eklund & W. B. Hyman, Teaching social justice through Shakespeare: Why Renaissance literature matters now (pp.67–75). Edinburgh University Press.
    [Google Scholar]
  18. Denzin, N. K., & Lincoln, Y. S.
    (2000) The Sage handbook of qualitative research. Sage.
    [Google Scholar]
  19. Du Bois, W. E. B.
    (2007/1915) The negro (Electronic Classics Series). Pennsylvania State University.
    [Google Scholar]
  20. Evaristo, C., de Andrade, M. A. S., & Tillis, A. D.
    (2016) Selected poems. Meridians: Feminism, Race, Transnationalism14(1), 84–93. Retrieved on3 April 2023fromhttps://www.muse.jhu.edu/article/631821
    [Google Scholar]
  21. Eward-Mangione, A.
    (2014) Decolonizing Shakespeare: Race, gender, and colonialism in three adaptations of three plays by William Shakespeare (Unpublished doctoral dissertation). University of South Florida. Retrieved on3 April 2023fromhttps://digitalcommons.usf.edu/etd/5628
  22. Fairclough, N.
    (1992) Discourse and social change. Polity Press.
    [Google Scholar]
  23. Fernandes, F.
    (1960) Prefácio. InF. H. Cardoso & O. Ianni (Eds.), Cor e mobilidade social em Florianópolis. Companhia Editora Nacional.
    [Google Scholar]
  24. Ferreira, A.
    (2014) Teoria racial crítica e letramento racial crítico: Narrativas e contranarrativas de identidade racial de professores de línguas. Revista Da Associação Brasileira De Pesquisadores/As Negros/As (ABPN), 6(14), 236–263.
    [Google Scholar]
  25. Flick, U.
    (2009) An introduction to qualitative research (4th ed.). Sage.
    [Google Scholar]
  26. Flores, N., & Rosa, J.
    (2015) Undoing appropriateness: Raciolinguistic ideologies andlLanguage diversity in education. Harvard Educational Review, 85(2), 149–171. 10.17763/0017‑8055.85.2.149
    https://doi.org/10.17763/0017-8055.85.2.149 [Google Scholar]
  27. Freire, P.
    (1967) Educação como Prática da Liberdade. Paz e Terra.
    [Google Scholar]
  28. (1985) Reading the world and reading the word: An interview with Paulo Freire. Language Arts, 62(1), 15–21.
    [Google Scholar]
  29. (1996) Pedagogia da autonomia: Saberes necessários à prática educativa. Paz e Terra.
    [Google Scholar]
  30. Freyre, G.
    (2019) Casa grande & senzala. Global Editora (original work published 1933).
    [Google Scholar]
  31. Gray, J.
    (2010) The Construction of English: Culture, Consumerism and Promotion in the ELT Global Coursebook. Basingstoke: Palgrave Macmillan. 10.1057/9780230283084
    https://doi.org/10.1057/9780230283084 [Google Scholar]
  32. Heliodora, B.
    (1968) Othello: A tragedy built on a comic structure. Shakespeare Survey (pp.31–38). 10.1017/CCOL0521072859.003
    https://doi.org/10.1017/CCOL0521072859.003 [Google Scholar]
  33. Holliday, A.
    (2006) Native-speakerism. ELT Journal, 60(4), 385–387, 10.1093/elt/ccl030
    https://doi.org/10.1093/elt/ccl030 [Google Scholar]
  34. hooks, b.
    (2013) Ensinando a transgredir: A educação como prática da liberdade. Martins Fontes (original work published 1994).
    [Google Scholar]
  35. Jansen, J.
    (2017) As by fire: The end of the South African university. Tafelberg.
    [Google Scholar]
  36. Junior, O., & Starkoff, V.
    (2020) From my window. Barefoot Books.
    [Google Scholar]
  37. Kumaravadivelu, B.
    (2016) The decolonial option in English teaching: Can the subaltern act?Tesol Quarterly, 50(1), 66–85. 10.1002/tesq.202
    https://doi.org/10.1002/tesq.202 [Google Scholar]
  38. Ladson-Billings, G.
    (1998) Just what is critical race theory and what’s it doing in a nice field like education?Qualitative Studies in Education, v.11, n.1, pp.7–24. 10.1080/095183998236863
    https://doi.org/10.1080/095183998236863 [Google Scholar]
  39. Little Jr., A.
    (2016) Re-historicizing race, white melancholia, and the Shakespearean property. Shakespeare Quarterly, 67(1), 84–103. 10.1353/shq.2016.0018
    https://doi.org/10.1353/shq.2016.0018 [Google Scholar]
  40. Loomba, A.
    (2002) Shakespeare, race, and colonialism. Oxford University Press.
    [Google Scholar]
  41. Luke, A.
    (1997) Critical approaches to literacy. InV. Edwards & D. Corson (Eds.), Encyclopedia of language and education (Vol.21, 143–151). Kluwer. 10.1007/978‑94‑011‑4540‑4_16
    https://doi.org/10.1007/978-94-011-4540-4_16 [Google Scholar]
  42. Mignolo, W.
    (2010) Desobediencia epistémica: Retórica de la modernidade, lógica de la colonialidad y gramática de la descolonialidad. Del Signo.
    [Google Scholar]
  43. Moita Lopes, L. P.
    (2006) Linguística aplicada e vida contemporânea: problematização dos construtos que têm orientado a pesquisa. InL. P. Moita Lopes, Por uma linguística aplicada indisciplinar. Parábola Editorial.
    [Google Scholar]
  44. N’Gugi, M.
    (2011) Nairobi heat. Melville House.
    [Google Scholar]
  45. Nascimento, G.
    (2019) Racismo linguístico. Letramento.
    [Google Scholar]
  46. Nyong’o, L, Harrison, V.
    (2019) Sulwe. Simon & Schuster Books for Young Readers.
  47. Ortelius, A.
    (1570) Theatrum orbis terrarum. Retrieved on5 November 2021fromhttps://commons.wikimedia.org/wiki/File:Theatrum_Orbis_Terrarum_Titlepage_(cropped).jpg
    [Google Scholar]
  48. Pennycook, A.
    (2006) Uma lingüística aplicada transgressiva. InL. P. Moita Lopes, Por uma linguística aplicada indisciplinar. Parábola Editorial.
    [Google Scholar]
  49. Quijano, A.
    (2005) Colonialidade do poder, eurocentrismo e América Latina. InA colonialidade do saber: Eurocentrismo e ciências sociais. Perspectivas latino-americanas. Consejo Latinoamericano de Ciencias Sociales (pp.117–142). bibliotecavirtual.clacso.org.ar/clacso/sur-sur/20100624103322/12_Quijano.pdf
    [Google Scholar]
  50. Santos, B. S.
    (1995) Towards a new common sense. Law, science and politics in the paradigmatic transition. Routledge.
    [Google Scholar]
  51. (1995) Three metaphors for a new conception of law: The frontier, the baroque, and the south. Law and Society Review, 29(4), 569–584. 10.2307/3053910
    https://doi.org/10.2307/3053910 [Google Scholar]
  52. (2002) Para uma sociologia das ausências e uma sociologia das emergências. Revista de Ciências Sociais, 631, 237–280.
    [Google Scholar]
  53. Santos, G.
    (2009) Relações raciais e desigualdade no Brasil. Selo Negro.
    [Google Scholar]
  54. Segato, R. L.
    (2005) Inventando a natureza. Família, sexo e género no Xangô de Recife. Santos, Daimones. Editora da Universidade de Brasília.
    [Google Scholar]
  55. Shakespeare, W.
    (2014) Othello. Adapted byR. Dickins. Usborne.
    [Google Scholar]
  56. Slovo, G.
    (2018) Nelson Mandela’s unpublished prison letters are full of life and love. The Guardian, 14 July 2018.
    [Google Scholar]
  57. Sousa, M.
    (2010) Boitatá. Girassol.
    [Google Scholar]
  58. Thiong’o, N.
    (1986) Decolonising the mind: The politics of language in African literature. Heinemann Kenya.
    [Google Scholar]
  59. Tilio, R.
    (2017) The contemporary coursebook: Introducing a new proposal. InR. Tilio & A. Ferreira (Eds.), Innovations and challenges in language teaching and materials development. Pontes Editoras.
    [Google Scholar]
  60. Volóchinov, V.
    (2017) Marxismo e filosofia da linguagem: Problemas fundamentais do método sociológico na ciência da linguagem (Editora 34). (Original work published 1929).
    [Google Scholar]
  61. Wa Ngugi, M. [Google Scholar]
  62. Wilson, J.
    (2016) The Meaning Of #BlackGirlMagic, And How You Can Get Some Of It. HuffPost Style & Beauty. Retrieved on19 April 2021fromhttps://www.huffpost.com/entry/what-is-black-girl-magic-video_n_5694dad4e4b086bc1cd517f4
    [Google Scholar]
  63. Wernick, A.
    (1991) Promotional culture. Sage. 10.1007/978‑1‑349‑22346‑6_17
    https://doi.org/10.1007/978-1-349-22346-6_17 [Google Scholar]
  64. Woodward, K.
    (2000) Identidade e diferença: Uma questão teórica e conceitual. InT. Tadeu da Silva & K. Woodward (Eds.), Identidade e diferença: A perspectiva dos estudos culturais. Vozes.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/aila.22016.coa
Loading
/content/journals/10.1075/aila.22016.coa
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): decoloniality; didactic materials; English language teaching; race
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error