Abstract
Chapter 6, by Edwin N. León Jiménez, William Sughrua, Ángeles Clemente, Vilma Huerta Cordova, and Alba E. Vásquez Miranda, illustrates how the authors have worked with students doing their teaching practicum in a juvenile detention facility, a daytime shelter for vulnerable children, a marginalized public school, and the state penitentiary of Oaxaca, Mexico. Acting as English Language Teaching (ELT) teacher educators, the authors relocate the experiences of planning, performing, and evaluating teaching and teacher training roles in terms of Critical Pedagogies in English Language Teaching (CPELT), while glimpses of teacher identity emerge, including a counter-hegemonic and “critical”-tinted identity. Their research project entitled “Teaching English in Marginalized Communities” demonstrates that the CPELT approach facilitates the construction, reconstruction, or otherwise formation of teachers’ and teacher educators’ identities while raising issues of power, national concerns, ethnicity, social justice, and domestic coloniality.
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Notes
- 1.
According to Maldonado-Torres (2007), coloniality refers to:
long-standing patterns of power … that define culture, work, inter-subjective relations, and knowledge production well beyond the strict limits of colonial administrations…. Coloniality survives colonialism. It is maintained alive in books, in the criteria for academic performance, in cultural patterns, in common sense, in the self-image of the peoples, in aspirations of self…. In a way, as modern subjects, we breath coloniality all the time and everyday. (p. 243)
- 2.
Mignolo (2000) explains that colonial difference takes place when the coloniality of power is carried out; when subordinate knowledge is restored; when border knowledge is discovered; when local stories are invented and implemented; when global designs are created from local stories; and when global designs are adapted, adopted, rejected, or ignored.
- 3.
Loop-input is a specific type of experiential teacher training process coined by Woodward (2003) that involves an alignment of the process and content of learning. The “process” consists of the student teachers’ classroom experiences which are continually reflected on by the practitioner and discussed within a group setting; while the “content” consists of teaching and pedagogic topics which a teacher educator introduces to the group of student teachers, according to the discussion of classroom experiences (Woodward, 2003).
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León Jiménez, E.N., Sughrua, W.M., Clemente, Á., Cordova, V.H., Vásquez Miranda, A.E. (2019). “The Coin of Teaching English Has Two Sides”: Constructing Identities as Critical English Teachers in Oaxaca, Mexico. In: López-Gopar, M.E. (eds) International Perspectives on Critical Pedagogies in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95621-3_6
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