Recherche-action collaborative pour aborder l’harcèlement et la violence dans une classe d’anglais langue étrangère du secondaire en Colombie
DOI :
https://doi.org/10.17533/udea.ikala.v25n01a04Mots-clés :
Colombie, anglais langue étrangère, recherche-action, pédagogie critique, justice sociale, éducation pour la paix, harcèlement, violenceRésumé
Cet article décrit comment un projet de recherche-action collaborative, menée dans une école secondaire défavorisée de Bogota, a aidé une professeure d’anglais et ses étudiants de discuter de questions de justice sociale, et notamment l’harcèlement. En outre, l’article analyse comment l’enseignante a utilisé la classe pour faire un lien avec des questions locales et globales visant à sensibiliser ses étudiants à leurs propres inégalités sociales. Pour l’atteindre, l’enseignante s’est servie d’un cadre théorique fondé sur les concepts de justice sociale, éducation critique pour la paix, et la mondialisation. Les étudiants, l’enseignante et moi-même, como un rechercheur ont colaboré pour préparer collectivement des lessons par lesquelles les étudiants ont pris conscience de la normalisation de l’agressivité dans leur établissement. Les résultats de cette recherche suggèrent que: (a) les étudiants sont devenus plus sensibles et conscientes de la culture de la violence existant à l’école ; (b) les diverses activités leur ont permis de devenir des défenseurs du progrès social ; (c) la prise de mesures concrètes influant sur la communauté est devenue une praxis essentielle. J’en conclus que la classe d’anglais peut favoriser la transformation sociale, car elle permet d’adopter d’approches pédagogiques alternatives pour addresser les besoins spécifiques des étudiants.
Téléchargements
Références
Al-Amri, M. N. (2011). Getting Beyond Conversation Analysis: Critical and Pedagogical Implications for TESOL/Bilingual Curriculum for Diverse Learners in the Age of Globalization. Education Inquiry, 2(1), 141–151. https://doi.org/10.3402/edui.v2i1.21969
Alfehaid, A. F. (2014). The positive and negative effects of globalization on English language teaching and learning. Arab World English Journal, 5(2), 103–109.
Arikan, A. (2009). Environmental peace education in foreign language learners’ English grammar lessons. Journal of Peace Education, 6(1), 87–99. https://doi.org/10.1080/17400200802655064
Bajaj, M. (2015). “Pedagogies of resistance” and critical peace education praxis. Journal of Peace Education, 12(2), 154–166. https://doi.org/10.1080/17400201.2014.991914
Bajaj, M., & Hantzopoulos, M. (2016). Introduction: Theory, research, and praxis of peace education. In M. Bajaj & M. Hantzopoulos (Eds.), Peace education: international perspectives (pp. 1–16). London: Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc.
Banya, K. (2010). Globalization, Social Justice, and Education in Africa: Neoliberalism, Knowledge Capitalism in Sub-Saharan Africa. In J. Zajda (Ed.), Globalization, Education and Social Justice (pp. 15–32). Dordrecht: Springer Netherlands.
Bell, L. A. (2007). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for Diversity and Social Justice (pp. 1–15). Routledge.
Block, D., & Cameron, D. (2002). Globalization and Language Teaching. Routledge.
Capeheart, L., & Milovanovic, D. (2007). Social justice: theories, issues, and movements. In Critical Issues in Crime and Society. New Brunswick, N.J: Rutgers University Press.
Castellanos, A. (2002). Management of children’s aggressiveness when playing competitive games in the English class. Profile: Issues in Teachers’ Professional Development, 3(1), 72–77.
Chang, B. “Benji.” (2018). Social Justice. In The TESOL Encyclopedia of English Language Teaching (pp. 1–6). Retrieved from https://onlinelibrary-wiley-com.myaccess.library.utoronto.ca/doi/abs/10.1002/9781118784235.eelt0137
Chapeton, C., & Chala, P. (2013). Undertaking the Act of Writing as a Situated SocialPractice: Going beyond the Linguistic and the Textual. Colombian Applied Linguistics Journal, 15(1), 25–42.
Chaux, E., Bustamante, A., Castellanos, M., Jiménez, M., Nieto, A. M., Rodríguez, G. I., … Velásquez. (2008). Aulas en Paz (Classrooms in Peace): 2. Teaching Strategies. Interamerican Journal of Education for Democracy, 1(2), 167.
Chaux, E., Lleras, J., & Velásquez, A. M. (Eds.). (2004). Competencias ciudadanas: de los estándares al aula, una propuesta de integración a las áreas académicas (1. ed). Bogotá, Colombia: Ministerio de Educación Nacional : CESO : Ediciones Uniandes.
Cochran-Smith, M. (2010). Toward a Theory of Teacher Education for Social Justice. In Springer International Handbooks of Education. Second International Handbook of Educational Change (pp. 445–467). Retrieved from https://link.springer.com/chapter/10.1007/978-90-481-2660-6_27
Contreras, J., & Chapetón, C. (2016). Cooperative Learning With a Focus on the Social: A Pedagogical Proposal for the EFL Classroom. HOW, 23(2), 125–147. https://doi.org/10.19183/how.23.2.321
Corson, D. (1999). English Only and Social Justice. TESOL Journal, 8(3), 18–22.
Costa, A. L., & Kallick, B. (1993). Through the Lens of a Critical Friend. Educational Leadership, 51(2), 49–51.
Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
Dang, T. K. A., Nguyen, H. T. M., & Le, T. T. T. (2013). The impacts of globalisation on EFL teacher education through English as a medium of instruction: an example from Vietnam. Current Issues in Language Planning, 14(1), 52–72. https://doi.org/10.1080/14664208.2013.780321
Davis, K. A. (1994). Language Planning in Multilingual Contexts: Policies, communities, and schools in Luxembourg. In Studies in Bilingualism: Vol. 8. Retrieved from http://www.jbe-platform.com/content/books/9789027282804
de Mejía, A.-M. (2006). Bilingual education in Colombia: Towards a recognition of languages, cultures and identities. Colombian Applied Linguistics Journal, (8), 152–168.
Dover, A. G. (2013). Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices. Multicultural Perspectives, 15(1), 3–11. https://doi.org/10.1080/15210960.2013.754285
Elliot, J. (1985). Facilitating educational action-research: some dilemmas. In R. G. Burgess, Field Methods in the Study of Education. Falmer Press.
Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press. (http://go.utlib.ca/cat/1439854).
Fusco, C. (2008). “Naked Truths”? Ethnographic Dilemmas of doing research on the body in social spaces. In K. Gallagher, The methodological dilemma : creative, critical, and collaborative approaches to qualitative research (pp. 159–184). New York: Taylor & Francis.
Giroux, H. A. (1994). Disturbing pleasures : learning popular culture. New York: Routledge. (http://go.utlib.ca/cat/1900022).
Gnutzmann, C., & Intemann, F. (2005). The Globalization of English and the English Language Classroom (1., Aufl.). Tübingen: Narr Francke Attempto.
González, A. (2010). English and English teaching in Colombia: Tensions and possibilities in the expanding circle. In The Routledge handbook of world Englishes (pp. 354–374). Routledge.
Gould, R. (2013). The Transformative Power of Engaged Thinking for Peace Education. In P. P. Trifonas & B. L. Wright, Critical peace education : difficult dialogues (pp. 59–68). London: Springer. (http://go.utlib.ca/cat/9553711).
Hastings, C., & Jacob, L. (2016). Social Justice in English Language Teaching. Maryland: TESOL Press.
Heller, M. (2003). Globalization, the new economy, and the commodification of language and identity. Journal of Sociolinguistics, 7(4), 473–492.
Hornberger, N. . (1988). Bilingual education and language maintenance: a southern Peruvian Quechua case. Providence, RI: Foris Publications.
Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
Jakar, V. S., & Milofsky, A. (2016). Bringing Peacebuilding into the English Language Classroom. In C. Hastings & L. Jacob (Eds.), Social Justice in English Language Teaching (pp. 41–66). Maryland: TESOL Press.
Jeon, M. (2009). Globalization and native English speakers in English Programme in Korea (EPIK). Language, Culture and Curriculum, 22(3), 231–243. https://doi.org/10.1080/07908310903388933
Johannessen, B. G. G. (2010). Pedagogical Ethics for Teaching Social Justice in Teacher Education. In J. Zajda (Ed.), Globalization, Education and Social Justice (pp. 3–14). Dordrecht: Springer Netherlands.
Johannessen, B. G. G., & Unterreiner, A. (2008). Pedagogical Ethics for Teaching Social Justice in Teacher Education. Educational Practice and Theory, 30(1), 27–39. https://doi.org/10.7459/ept/30.1.03
Jong, E. J. de, Li, Z., Zafar, A. M., & Wu, C.-H. (Vivian). (2016). Language policy in multilingual contexts: Revisiting Ruiz’s “language-as-resource” orientation. Bilingual Research Journal, 39(3–4), 200–212. https://doi.org/10.1080/15235882.2016.1224988
Kamhi-Stein, L. D., Maggioli, G. D., & Oliveira, L. C. D. (2017). English Language Teaching in South America: Policy, Preparation and Practices. Multilingual Matters.
Kellner, D. (2000). Multiple Literacies and Critical Pedagogies. In P. P. Trifonas (Ed.), Revolutionary pedagogies : cultural politics, instituting education, and the discourse of theory. New York: Routledge Falmer.
Kincheloe, J. L. (2008a). Critical Pedagogy Primer: Second Edition (4 edition). New York: Peter Lang Inc., International Academic Publishers.
Kincheloe, J. L. (2008b). Knowledge and Critical Pedagogy: An Introduction. Springer Science & Business Media.
Kirkgöz, Y. (2009). Globalization and English Language Policy in Turkey. Educational Policy, 23(5), 663–684. https://doi.org/10.1177/0895904808316319
Ladson-Billings, G. (1992). Reading Between the Lines and Beyond the Pages: A Culturally Relevant Approach to Literacy Teaching. Theory Into Practice, 31(4), 312.
Lloyd, A. S. (1972). Freire, Conscientization, and Adult Education. Adult Education, 23(1), 3–20. https://doi.org/10.1177/074171367202300101
Macrine, S. L. (2009). Critical pedagogy in uncertain times : hope and possibilities. New York: Palgrave Macmillan. (http://go.utlib.ca/cat/6972879).
Mclaren, P. L. (1988). On Ideology and Education: Critical Pedagogy and the Politics of Empowerment. Social Text, (19/20), 153–185.
Mclaren, P. L. (2003). Critical Pedagogy: A Look at the Major Concepts. In A. Darder, R. D. Torres, & M. P. Baltodano (Eds.), The Critical Pedagogy Reader: Second Edition (pp. 61–83). New York, NY: Routledge.
Medley, M. (2016). Tension and Harmony: Language Teaching as a Peacebuilding Endeavor. In C. Hastings & L. Jacob (Eds.), Social Justice in English Language Teaching (pp. 49–66). Maryland: TESOL Press.
Meyer, J. W. (2007). Globalization: Theory and Trends. International Journal of Comparative Sociology, 48(4), 261–273. https://doi.org/10.1177/0020715207079529
Meyer, J. W., Boli, J., Thomas, G. M., & Ramirez, F. O. (1997). World Society and the Nation‐State. American Journal of Sociology, 103(1), 144–181. https://doi.org/10.1086/231174
Ministerio de Educación. (2016). Colombia Bilingüe. Retrieved August 12, 2017, from Colombia Aprende - La red del conocimiento website: http://aprende.colombiaaprende.edu.co/es/colombiabilingue/86689
Ministerio de Educación Nacional. (2004). Estándares Básicos de Competencias Ciudadanas. Formar para la ciudadanía . . . ¡sí es posible! Lo que necesitamos saber y saber hacer. Ministerio de Educación Nacional.
Mohanty, A. K. (2009). Multilingual Education: A Bridge too Far? In T. Skutnabb-Kangas, R. Phillipson, & A. K. Mohanty (Eds.), Social Justice through Multilingual Education (pp. 140–158). Bristol, UK ; Buffalo, NY: Multilingual Matters.
Morgan, B., & Vandrick, S. (2009). Imagining a Peace Curriculum: What Second-Language Education Brings to the Table. Peace & Change, 34(4), 510–532. https://doi.org/10.1111/j.1468-0130.2009.00598.x
Morris, P. M. (2002). The capabilities perspective: A framework for social justice. Families in Society; Milwaukee, 83(4), 365–373.
Mthethwa-Sommers, S. (2012). Dynamism of racism in policies and practices aimed at alleviating discrimination. In C. Clark, K. J. Fasching-Varner, & M. Brimhall-Vargas (Eds.), Occupying the Academy: Just how Important is Diversity Work in Higher Education? (pp. 153–162). Rowman & Littlefield.
Mthethwa-Sommers, S. (2014). What Is Social Justice Education? In Narratives of Social Justice Educators: Standing Firm (pp. 7–25). Retrieved from http://myaccess.library.utoronto.ca/login?url=http://link.springer.com/openurl?genre=book&isbn=978-3-319-08430-5
Nieto, S., & Bode, P. (2012). Affirming diversity : the sociopolitical context of multicultural education. Boston, MA: Pearson. (http://go.utlib.ca/cat/7638302).
Nussbaum, M. (2003). Capabilities as fundamental entitlements: Sen and social justice. Feminist Economics, 9(2–3), 33–59. https://doi.org/10.1080/1354570022000077926
Oliveira, L. C. de. (2014). Language teaching in multilingual contexts. Revista Brasileira de Linguística Aplicada, 14(2), 265–270.
Oxford, R. (Ed.). (2013). The Language of Peace: Communicating to
Create Harmony. Charlotte, NC: Information Age Publishing.
Oxford, R. (2017). Peace through Understanding: Peace Activities as Innovations in Language Teacher Education. In Educational Linguistics. Innovative Practices in Language Teacher Education (pp. 125–163). Retrieved from https://link-springer-com.myaccess.library.utoronto.ca/chapter/10.1007/978-3-319-51789-6_7
Padilla, A., & Bermúdez, Á. (2016). Normalising Conflict and De-Normalising Violence: Challenges and Possibilities of Critical Teaching of the History of the Colombian Armed Conflict. Revista Colombiana de Educación, (71), 187–218.
Palacios, N., & Chapetón, C. M. (2014). Students’ Responses to the Use of Songs in the EFL Classroom at a Public School in Bogotá: A Critical Approach. GIST Education and Learning Research Journal, 9, 9–30.
Pan, L., & Block, D. (2011). English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs. System, 39(3), 391–402. https://doi.org/10.1016/j.system.2011.07.011
Parga, F. (2011). Cooperative structures of interaction in a public school EFL classroom in Bogotá. Colombian Applied Linguistics Journal, 13(1), 24–38.
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. New York: Teachers College Press.
Peláez, O., & Usma, J. (2017). The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study. PROFILE Issues in Teachers’ Professional Development, 19(2), 121. https://doi.org/10.15446/profile.v19n2.57215
Pennycook, A. (2001). Critical Applied Linguistics: A Critical Introduction (1 edition). Mahwah, N.J: Routledge.
Pennycook, A. (2008). Critical Applied Linguistics and Language Education. In N. H. Hornberger (Ed.), Encyclopedia of Language and Education (pp. 169–181). Retrieved from http://link.springer.com.myaccess.library.utoronto.ca/referenceworkentry/10.1007/978-0-387-30424-3_13
Pennycook, A. (2010). Language as a Local Practice. Routledge.
Peterson, P. M., & Helms, R. M. (2013). Challenges and opportunities for the global engagement of higher education. Retrieved from https://www.uww.edu/documents/international/2020/ace%20and%20cige%20-%20challenges%20and%20opportunities%20for%20the%20global%20engagement%20of%20higher%20ed.pdf
Picower, B. (2012). Using Their Words: Six Elements of Social Justice Curriculum Design for the Elementary Classroom. International Journal of Multicultural Education, 14(1). https://doi.org/10.18251/ijme.v14i1.484
Rawls, J. (2001). Justice as Fairness: A Restatement. Harvard University Press.
Richardson, L. (2000). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln, Handbook of qualitative research (2nd ed., pp. 923–943). Thousand Oaks, Calif.: Sage Publications.
Rubdy, R., & Tan, P. K. W. (Eds.). (2008). Language as commodity: global structures, local marketplaces. London ; New York: Continuum.
Santos, B. de S. (2007). Cognitive Justice in a Global World: Prudent Knowledges for a Decent Life. Lexington Books.
Santos, B. de S. (2014). Epistemologies of the South: Justice Against Epistemicide (1 edition). London New York: Paradigm Publishers.
Secretaria Distrital de Planeación. (2009). Conociendo la localidad de Bosa: Diagnóstico de los aspectos físicos, demográficos y socioeconómicos. Bogotá, Colombia: Alcaldia de Bogota.
Shankar, G. (2015). The Effects Of Globalization On English Language Teaching And Learning. English Studies International Research Journal, 3(2), 145–148.
Sierra Piedrahita, A. M. (2016). Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia. PROFILE Issues in Teachers’ Professional Development, 18(1), 203–217. https://doi.org/10.15446/profile.v18n1.47807
Smotrova, T. (2009). Globalization and English language teaching in Ukraine. Tesol Quarterly, 43(4), 728–733.
Sung, K. (2007). Glocalizing Critical Pedagogy: A Case of Critical English Language Teaching in Korea. Counterpoints, 299, 163–181.
Ukpokodu, O. N. (2010). Engagement and Social Justice and Institutional Change: Promises and Paradoxes. The International Journal of Critical Pedagogy, 3(2), 93.
Usma, J. (2009a). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. Profile Issues in Teachers Professional Development, (11), 123–142.
Usma, J. (2009b). Globalization and Language and Education Reform in Colombia: A Critical Outlook. Íkala, Revista de Lenguaje Y Cultura, 14(22), 19–42.
Usma, J., Ortiz, J., & Gutierrez, C. (2018). Indigenous Students Learning English in Higher Education: Challenges and Hopes. Íkala, 23(2), 229–254. https://doi.org/10.17533/v23n02a03
Villar-Márquez, E. (2011). School-based violence in Colombia: links to state-level armed conflict, educational effects and challenges. Background Paper for EFA Global Monitoring Report.
Visvanathan, S. (1997). A Carnival for Science: Essays on Science, Technology, and Development. Oxford University Press.
Wardekker, W. L., & Miedema, S. (1997). Critical Pedagogy: An Evaluation and a Direction for Reformulation. Curriculum Inquiry, 27(1), 45–61.
Wilson, S. (2008). Research is ceremony: indigenous research methods. Halifax, N.S: Fernwood Pub.
Xu, Z. (2013). Globalization, culture and ELT materials: A focus on China. Multilingual Education, 3(1), 6.
Yusuf, H. O. (2012). Globalization And English Language Education In
Nigeria. International Journal of Applied Linguistics and English Literature, 1(5), 202–207.
Zajda, J. (Ed.). (2010a). Globalization, Education and Social Justice. Retrieved from http://link.springer.com/10.1007/978-90-481-3221-8
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Íkala, Revista de Lenguaje y Cultura 2020
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
