Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching
DOI:
https://doi.org/10.17533/udea.ikala.v27n3a12Keywords:
doctoral education, ELT, pedagogizations, teacher education, decolonialityAbstract
Decolonial engagement in education is becoming geo and body politically multifaceted across the global south and north. It is witnessing the emergence of ‘pedagogies of crossing,’ pedagogías insumisas (unsubordinate pedagogies), and ‘trans/queer pedagogies,’ among others. Thus, decolonial engagement in education constitutes a fruitful epistemological site of struggle, fracture, and healing. This plurality situates the so-called pedagogizations within the decolonial turn. Pedagogizations, on the other hand, refer to actions otherwise rather than to the hold of colonialism in a designated field: Pedagogy. Decolonial pedagogizations remain underexplored in the literature on language teacher education, however. This article unearths and discusses how they are (co)constructed for and with English language teachers at a Colombian state university’s doctoral program that claims a south epistemological stance and seeks the decolonization of language teacher education. In this vein, this article adds to the literature reclaiming decolonial methodologies, or pedagogizations, in education and proposes that they include knowledge (co)construction processes otherwise such as submerged guiding, deCUlonial voicing, and cultivating heterarchical relationships. Yet, it also critiques these decolonial pedagogizations in language teacher education, embracing the diverse onto-epistemological constitution of graduate educational processes.
Downloads
References
Acevedo, Á. (2013). Huellas, resonancias y lecciones del movimiento pedagógico en Colombia. Praxis & Saber, 4(8), 63–85. https://www.redalyc.org/articulo.oa?id=477248392004
Albán-Achinte, A., Figueiras, P., Flores, J., Lasch, P., Palermo, Z. & Stagnaro, J. (2016). Haceres y decires des/decoloniales. De la estética a la aestesis. Otros Logos: Revista de Estudios Críticos, 7, 81–102.
Alexander, M. J. (2005). Pedagogies of crossing: Meditations on feminism, sexual politics, memory, and the sacred. Duke University Press.
Alrasheedy, A. (2020). Multidisciplinary integrated pharmacotherapy curriculum in a doctor of pharmacy program: Educators’ perceptions, views, and perspectives. Journal of Medical Education and Curricular Development, 7, 1–10. https://doi.org/10.1177/2382120519897279
Amrein-Beardsley, A., Zambo, D., Moore, D., Buss, R., Perry, N., Painter, S., Carlson, D., Foulger, T., Olson, K. & Puckett, K. (2012). Graduates respond to an innovative educational doctorate program. Journal of Research on Leadership Education, 7(1), 98–122, https://doi.org/10.1177/1942775112440630
Austin, A. (2009). Cognitive apprenticeship theory and its implications for doctoral education: A case example from a doctoral program in higher and adult education. International Journal for Academic Development, 14(3), 173–183. https://doi.org/10.1080/13601440903106494
Bamberg, M. (2010). Who am I? Narration and its contribution to self and identity. Theory & Psychology, 21(1), 1–22. https://doi.org/10.1177/0959354309355852
Bentley, K. J. (2013). Toward an evaluation framework for doctoral education in social work: A 10-year retrospective of one PhD program’s assessment experiences. Journal of Social Work Education, 49(1), 30–47. https://doi.org/10.1080/10437797.2013.755089
Boyce, E. (2000). Development of an educational assessment plan for doctor of pharmacy programs. Journal of Pharmacy Practice, 13(5), 411–419, https://doi.org/10.1106/3q28-nvj7-6qdk-67hl
Buss, R. (2020). Exploring the development of students’ identities as educational leaders and educational researchers in a professional practice doctoral program. Studies in Higher Education. https://doi.org/10.1080/03075079.2020.1836484
Calabrese, R., Zepeda, S., Peters, A., Hummel, C., Kruskamp, W., San Martin, T., & Wynne, S. (2007). An appreciative inquiry into educational administration doctoral programs: Stories from doctoral students at three universities, Journal of Research on Leadership Education, 2(3), 1–29.
Carrillo, S., & Rubel, D. (2019). Connecting with others: Counselor educator identity development in hybrid doctoral programs. Journal of Counselor Leadership and Advocacy, 6(1), 16–29. https://doi.org/10.1080/2326716X.2018.1545612
Castañeda-Londoño, A. (2021). Moving from what do English teachers know? To how do English teachers experience knowledge? A decolonial perspective in the study of English Teachers’ knowledge. gist. Education and Learning Research Journal, (22), 75–101. https://doi.org/10.26817/16925777.1002
Castañeda-Peña, H. (2018). Structuralist, poststructuralist and decolonial identity research in English language teaching and learning: A reflection problematizing the field. In H. Castañeda-Peña et al. (Eds.), elt Local Research Agendas i (pp. 17–34). Editorial Universidad Distrital Francisco José de Caldas.
Castañeda-Peña, H., Guerrero, C. H., & Méndez, P. (2022). Study abroad as subjection: Doctoral students’ emotions during academic short stays. In G. Barkhuizen (Ed.), Language teachers studying abroad: Identities, emotions, and disruptions (chapter 15, pp. 191–201). Multilingual Matters.
Castro-Gómez, S. (2007). Michel Foucault y la colonialidad del poder. Tabula Rasa, (6), 153–172.
CEID-Fecode (1984a, julio). Movimiento pedagógico. otra escuela, otros maestros. Revista Educación y Cultura, 1(1), 4.
CEID- Fecode (1984b, julio). Por qué un movimiento pedagógico. Revista Educación y Cultura, 1(1), 18–22.
CEID-Fecode (1984c, septiembre). El maestro marginal. Revista Educación y Cultura, 1(2), 64–67.
Clavijo-Olarte, A., & Sharkey, J. (2019). Mapping our ways to critical pedagogies: Stories from Colombia. In M. López-Gopar (Ed.), International Perspectives on Critical Pedagogies in elt. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-95621-3_9
Davis, K., Doll, J., & Sterner, W. (2018). The importance of personal statements in counselor education and psychology doctoral program applications. Teaching of Psychology, 45(3), 256–263, https://doi.org/10.1177/0098628318779273
De Figueiredo, E. & Martínez, J. (2021). The locus of enunciation as a way to confront epistemological racism and decolonize scholarly work. Applied Linguistics, 42(2), 355–359.
Everson, S. (2009). A professional doctorate in educational leadership: Saint Louis University’s Ed. D. Program. Peabody Journal of Education, 84(1), 86–99. https://doi.org/10.1080/01619560802679740
Fandiño, Y. (2017). Formación y desarrollo docente en lenguas extranjeras: Revisión documental de modelos, perspectivas y política. ries: Revista Iberoamericana de Educación Superior, 8(22) 122–143. https://www.ries.universia.unam.mx/index.php/ries/article/view/232
Flórez, R. (2001). Evaluación pedagógica y cognición. McGraw-Hill.
Freire, P. (2004). Pedagogía de la autonomía: saberes necesarios para la práctica educativa. Editorial Paz e Terra S. A.
Geesa, R., Brown, R., & McConnell, K. (2020). Mentoring pathways program for first-year education doctor of education students: perspectives of a program redesigned for sustainability. Mentoring & Tutoring: Partnership in Learning, 28(2), 156–175. https://doi.org/10.1080/13611267.2020.1749346
Geesa, R., McConnell, K. & Brown, R. (2021). Mentorship for doctor of education candidates: Exploring sustainability, networking, and expected outcomes within a mentoring program. Journal of Research on Leadership Education, 1–19. https://doi.org/107.711/1797/4129742775715211211001133853
Georgakopoulou, A. (2006). Thinking big with small stories in narrative and identity analysis. Narrative Inquiry, 16(1), 122–130, https://doi.org/10.1075/ni.16.1.16geo
Gilly, M. (2004). Experiencing transformative education in the “corridors” of a nontraditional doctoral program. Journal of Transformative Education, 2(3), 231–241, https://doi.org/10.1177/1541344604265273
Gómez-Barris, M. (2017). The extractive zone: Social ecologies and decolonial perspectives. Duke University Press.
González, A. (2015). ¿Nos han desplazado? ¿O hemos claudicado? El debilitado papel crítico de universidades públicas y los formadores de docentes en la implementación de la política educativa lingüística del inglés en Colombia. En K. A. da Silva, M. M. de Andrade, C. A. P. Filho (Orgs.), A formação de professores de línguas: políticas, projetos e parcerias (pp. 33–54). Pontes Editores.
Grosfoguel, R., & Mignolo, W. (2008). Intervenciones decoloniales: una breve introducción. Tabula Rasa, 9, 29–37.
Guerrero-Nieto, C. H., & Quintero-Polo, Á. H. (2021). Emergence and development of a research area in language education policies: Our contribution to setting the grounds for a local perspective on policymaking. how Journal, 28(3), 119–133. https://doi.org/10.19183/how.28.3.677
Iglesias, B. (2019). La otra Latinoamérica: heterotópica. In E. Sandoval, F. Proto, & J. Capera (Eds.), Discusiones, problemáticas y sentipensar latinoamericano: estudios descoloniales y epistemologías del Sur Global (tomo ii, pp. 277–306). Revista CoPaLa & Red de Pensamiento Decolonial.
Jordão, C. M. (2021). Resisting coloniality in elt research from the global South. In Méndez, P. and Castañeda-Peña (editors). elt Local Research Agendas ii. Ed. Universidad Distrital Francisco José de Caldas, Bogotá.
Kontopoulos, K. (1993). The Logics of Social Structures. Cambridge University Press.
Lander, E. (2000). Ciencias sociales: saberes coloniales y eurocéntrico. La colonialidad del saber: eurocentrismo y ciencias sociales. Perspectivas Latinoamericanas. clacso–Consejo Latinoamericano de Ciencias Sociales.
Lugones, M. (2008). The coloniality of gender. Worlds & Knowledges Otherwise, 2(Spring), 1–17.
Maldonado-Torres, N. (2007). On the coloniality of being: contributions to the development of a concept. Cultural Studies, 21(2–3), 240–270.
Medina, P. (2015). Pedagogías insumisas. Movimientos político-pedagógicos y memorias colectivas de educaciones otras en América Latina. Juan Pablos Editor.
Mendoza, B. (2016). Coloniality of gender and power: From postcoloniality to decoloniality. In L. Disch & M. Hawkesworth (Eds.), The Oxford handbook of feminist theory (pp. 1–24). 10.1093/oxfordhb/9780199328581.013.6
Mignolo, W. (2009). Epistemic disobedience, independent thought, and decolonial freedom. Theory, Culture & Society, 26(7–8),1–23.
Méndez-Rivera, P. (2018). Problematizing English language teachers’ subject constitution. In H. Castañeda-Peña et al. (Eds.), elt local research agendas i (pp. 203–220). Editorial Universidad Distrital Francisco José de Caldas.
Méndez-Rivera, P., Garzón, E., Noriega, R., Rodríguez, F. & Osorio, G. (2020). English teacher: Subjetividad en Inglés en Bogotá. Editorial Universidad Distrital Francisco José de Caldas.
Mignolo, W. (2007). ‘Delinking’, Cultural Studies, 21(2), 449–514, https://doi.org/10.1080/09502380601162647
Mignolo, W. & Walsh, K. (2018). On Decoloniality: Concepts, Analytics, Praxis. Duke University Press.
Nieman, L. & Cheng, L. (2011). Chronic illness needs educated doctors: An innovative primary care training program for chronic illness education, Medical Teacher, 33(6), e340-e348, https://doi.org/10.3109/0142159X.2011.558532
Notaro, S., O’rourke, T. & Eddy, J. (2000). Ranking of doctoral programs of Health Education, Journal of Health Education, 31(2), 81–89. https://doi.org/10.1080/10556699.2000.10608654
Ortiz, A., & Arias, M. (2019). Hacer decolonial: desobedecer a la metodología de investigación. Hallazgos, 16(31), 147–166.
Orozco, Y. (2019). ¿Pedagogías queer o pedagogías deculonial? Por prácticas escolares también antirracistas, anticapitalistas y desde/con/para los cuerpos sur. Revista de Educación, 18, 85–113. https://fh.mdp.edu.ar/revistas/index.php/r_educ/article/view/3751/3692
Paufler, N., Ezzani, M., Murakami, E., Viamontes Quintero, J., & Pazey, B. (2020). Educational leadership doctoral program evaluation: Student voice as the Litmus test. Journal of Research on Leadership Education, 1–28. https://doi.org/10.1177/1942775120976705
Pennycook, A., & Makoni, S. (2020). Innovations and challenges in applied linguistics from the Global South. Routledge.
Pervez, A., Brady, L., Mullane, K., Lo, K., Bennett, A., & Nelson, T. (2020). An empirical investigation of mental illness, impostor syndrome, and social support in management doctoral programs. Journal of Management Education, 45(1), 126–158. https://doi.org/10.1177/1052562920953195
Planella, J. & Pié, A. (2017). Pedagogías transgénero. Editorial Magisterio y Editorial UOC.
Peñuela Contreras, D. M., & Rodríguez Murcia, V. M. (2006). Movimiento pedagógico: otras formas de resistencia educativa. Folios, 23, 3–14. https://revistas.pedagogica.edu.co/index.php/RF/article/view/10185
Posada-Ortiz, J. (2022). English language preservice teachers’ identity construction within academic and other communities. Profile: Issues in Teachers’ Professional Development, 24(1), 247–260. https://doi.org/https://doi.org/10.15446/profile.v24n1.93110
Quijano, A. (2007). Colonialidad y clasificación social. In S. Castro-Gómez & R. Grosfoguel (Eds.), El giro decolonial. Reflexiones para una diversidad epistémica más allá del capitalismo global (pp. 93–126). Siglo del Hombre Editores.
Rapp, D., Silent X., & Silent Y. (2001). The implications of raising one’s voice in educational leadership doctoral programs: Women’s stories of fear, retaliation, and silence. Journal of School Leadership, 11, 279–295. https://doi.org/1052-6846/01/04 0279-17
Reynolds, S. (2010). Teaching evidence-based practice in a distance education occupational therapy doctoral program: Strategies for professional growth and advancing the profession. Occupational Therapy in Health Care, 24(1), 56–67. https://doi.org/10.3109/07380570903304217
Ribeiro, D. (2017). O que é lugar de fala? Letramento.
Rivera, S. (2010). Ch’ixinakax utxiwa: Una reflexión sobre prácticas y discursos descolonizadores. Tinta Limón Ediciones.
Sugiharto, S. (2020). Enacting the locus of enunciation as a resistant tactic to confront epistemological racism and decolonize scholarly work. Applied Linguistics, 1–7.
Simpson, L. B. (2021). As we have always done: Indigenous freedom through radical resistance. University of Minnesota Press.
Sims, W., & Cassidy, J. (2016). The role of the dissertation in music education doctoral programs. Journal of Music Teacher Education, 25(3), 65–77. https://doi.org/10.1177/1057083715578285
Smith, D., Pion, G., Tyler, N., & Gilmore, R. (2003). Doctoral Programs in Special Education: The Nation’s Supplier. Teacher Education, and Special Education, 26(3), 172–181.
Tam, K. Y., & Rousseau, M. (2000). Recruiting minority students into special education doctoral programs: A survey of students’ knowledge of higher education. Journal of College Student Retention, 2(1), 1–12.
Tekian, A. (2014). Doctoral programs in health professions education, Medical Teacher, 36(1), 73–81. https://doi.org/10.3109/0142159X.2013.847913
Thomas, J. & Reeve, T. (2006). A review and evaluation of doctoral programs 2000-2004 by the American Academy of Kinesiology and Physical Education, Quest, 58(1), 176–196. https://doi.org/10.1080/00336297.2006.10491878
Tuck, E. & Yang, K. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
Villa, W. & Villa, E. (2010). La pedagogización de la oralidad en contextos de afirmación cultural de las comunidades negras del Caribe Seco colombiano. Cuadernos de Literatura del Caribe e Hispanoamérica, (12), 69–89.
Villa, W. & Villa, E. (2013). Donde llega uno, llegan dos, llegan tres y llegan todos: El sentido de la pedagogización de la escucha en las comunidades negras del Caribe seco colombiano. In C. Walsh. (Ed.), Pedagogías decoloniales: Prácticas insurgentes de resistir, (re)existir y (re)vivir (tomo i, pp. 357–399), Abya Yala.
Walsh, K. (2015). Decolonial pedagogies walking and asking. Notes to Paulo Freire from AbyaYala. International Journal of Lifelong Education, 34(1), 9–21, https://doi.org/10.1080/02601370.2014.991522
Wasburn-Moses, L. (2007). Minority students’ perceptions of their doctoral programs in special education. Journal of Teacher Education, 58(5), 456–469, https://doi.org/10.1177/0022487107307948
Williamson, Ch. (2019). Closer to home...? Experiences of candidates on a doctoral education programme in two Sub-Saharan countries: South Africa and Ethiopia, Cogent Education, 6(1), 1643274, https://doi.org/10.1080/2331186X.2019.1643274
Zambo, D. (2014). Theory in the service of practice: Theories in action research dissertations written by students in education doctorate programs. Educational Action Research, 22(4), 505–517. https://doi.org/10.1080/09650792.2014.918902
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2022 Íkala, Revista de Lenguaje y Cultura
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.