Skip to main content
SpringerLink
Log in

Symbolic Violence and Pedagogical Abuse in the Language Classroom

  • Chapter
Resistance to the Known

  • 143 Accesses

Abstract

The English language (EL) classroom is often depicted as a benign, neutral space separate from external tensions and struggles (Crystal, 1997, 2012), and although language education researchers such as Pennycook (1994), Phillipson (1992), Rapatahana and Bunce (2012) and Rivers (2013) draw attention to contestations in this space, an idealization of EL pedagogic relations still exists. The enduring image of EL classrooms as beneficial, harmonious, problem-free and negotiable spaces is a key component of the many branches of the ELT (English language teaching) industry; major corporate and aid organizations rely on ‘the known’ propagation of the benefits of ELT in idealized classrooms where the desire to teach and learn is high. However, the EL classroom is not a disinterested space, its walls are permeable to the outside world and it reflects the inequalities prevailing in contemporary society.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 16.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Barker, X. (2012). English as bully in the Republic of Nauru. In V. Rapatahana and P. Bunce (eds), English language as hydra: Its impacts on non-English language cultures (pp. 18–36). Bristol: Multilingual Matters.

    Google Scholar 

  • Bourdieu, P. (1989). Language and symbolic power. Cambridge: Polity Press.

    Google Scholar 

  • Bourdieu, P. (1992). Thinking about limits. Theory, Culture and Society, 9: 37–49.

    Article  Google Scholar 

  • Bourdieu, P. and Eagleton, T. (1992). Doxa and common life. New Left Review, 199: 111–21.

    Google Scholar 

  • Bourdieu, P. and Passeron, J.-C. (1990). Reproduction in education, society, and culture. London: Sage Publications.

    Google Scholar 

  • Canagarajah, A. S. (1999). On EFL teachers, awareness, and agency. ELT Journal, 53(3): 3–14.

    Google Scholar 

  • Canagarajah, A. S. (ed.) (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Coleman, H. (ed.) (2011). Dreams and realities: Developing countries and the English language. London: British Council.

    Google Scholar 

  • Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press.

    Google Scholar 

  • Crystal, D. (2012). A global language. In P. Seargeant and J. Swan (eds), English in the world: History, diversity, change (pp. 152–77). London: Routledge.

    Google Scholar 

  • de Mejia, A. M. (2012). English as intruder: The effects of English language education in Colombia and South America — A critical perspective. In V. Rapatahana and P. Bunce (eds), English language as hydra: Its impacts on non-English language cultures (pp. 244–54). Bristol: Multilingual Matters.

    Google Scholar 

  • Forman, R. (2007). Bilingual teaching in the Thai EFL context: One teacher’s practice. TESOL in Context, 16(2): 3–24.

    Google Scholar 

  • Forman, R. (2012). Six functions of bilingual EFL teacher talk: Animating, translating, explaining, creating, prompting and dialoguing. RELC Journal, 43(2): 3–53.

    Article  Google Scholar 

  • Forman, R. (2014). How local teachers respond to the culture and language of a global EFL textbook. Language Culture and Curriculum, 27(1): 3–88.

    Article  Google Scholar 

  • Graddol, D. (2006). English next. London: British Council.

    Google Scholar 

  • Graddol, D. (2010). English next India. London: British Council.

    Google Scholar 

  • Ha, P. L. (2008). Teaching English as an international language: Identity, resistance and negotiation. Bristol: Multilingual Matters.

    Google Scholar 

  • Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.

    Google Scholar 

  • Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4): 3–7.

    Article  Google Scholar 

  • Houghton, S. A and Rivers, D. J. (eds) (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Bristol: Multilingual Matters.

    Google Scholar 

  • Kachru, B. B. (1986). The power and politics of English. World Englishes, 5(2/3): 121–40.

    Article  Google Scholar 

  • Kubota, R. (1998). Ideologies of English in Japan. World Englishes, 17(3): 3–306.

    Article  Google Scholar 

  • Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. London: Yale University Press.

    Google Scholar 

  • Kumaravadivelu, B. (2008). Cultural globalisation and language education. London: Yale University Press.

    Google Scholar 

  • Kumaravadivelu, B. (2012). Individual identity, cultural globalization and teaching English as an international language: The case for an epistemic break. In L. Alsagoff, W. Renandya, G. Hu and S. McKay (eds), Teaching English as an international language: Principles and practices (pp. 9–27). New York: Routledge.

    Google Scholar 

  • Lin, A. (2005). Decolonisation, globalisation: Language-in-education policy and practice. Clevedon: Multilingual Matters.

    Google Scholar 

  • Marginson, S. (2008). Global field and global imagining: Bourdieu and worldwide higher education. British Journal of Sociology of Education, 29(3): 3–15.

    Article  Google Scholar 

  • Medgyes, P. (1994). The non-native teacher. Hong Kong: Macmillan.

    Google Scholar 

  • Medgyes, P. (1996). Native or non-native: Who’s worth more? In T. Hedge and N. Whitney (eds), Power, pedagogy and practice (pp. 31–42). Oxford: Oxford University Press.

    Google Scholar 

  • Oda, M. (1999). English only or English plus? The language(s) of EFL organisations. In G. Braine (ed.), Non-native educators in English language teaching (pp. 105–22). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Oda, M. (2008, November). NNEST in TESOL: NNEST of the month blog. Retrieved from: http://nnest.asu.edu/blog/2008/11/masaki-oda.html

  • Pederson, R. (2012). Representation, globalisation and the native speaker: Dialectics of language, ideology and power. In K. Sung and R. Pederson (eds), Critical ELT practices in Asia: Key issues, practices and possibilities (pp. 1–21). Rotterdam: Sense Publishers.

    Chapter  Google Scholar 

  • Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman.

    Google Scholar 

  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.

    Google Scholar 

  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3): 3–49.

    Article  Google Scholar 

  • Pennycook, A. (2000). The social politics and the cultural politics of language classrooms. In J. K. Hall and W. G. Eggington (eds), The sociopolitics of English language teaching (pp. 89–103). Bristol: Multilingual Matters.

    Google Scholar 

  • Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.

    Google Scholar 

  • Phillipson, R. (2009). Linguistic imperialism continued. Hyderabad: Orient Black Swan.

    Google Scholar 

  • Phillipson, R. (2012). Foreword. In V. Rapatahana and P. Bunce (eds), English language as hydra: Its impacts on non-English language cultures (pp. xx–xxv). Bristol: Multilingual Matters.

    Google Scholar 

  • Phillipson, R. and Karmani, S. (2005). Linguistic imperialism 10 years on: An interview with Robert Phillipson. ELT Journal, 59(4): 3–9.

    Google Scholar 

  • Powell-Davis, P and Otero, J. (eds) (2011). Word for word: The social, economic and political impact of Spanish and English. Madrid: British Council Spain.ama

    Google Scholar 

  • Ramanathan, V. (2005). The English-vernacular divide: Post-colonial language politics and practice. Clevedon: Multilingual Matters.

    Google Scholar 

  • Rapatahana, V. and Bunce, P. (2012). English language as hydra: Its impacts on non-English language cultures. Bristol: Multilingual Matters.

    Google Scholar 

  • Rivers, D. J. (2013). Institutionalized native-speakerism: Voices of dissent and acts of resistance. In S. A. Houghton and D. J. Rivers (eds), Native-speakerism in Japan: Intergroup dynamics in foreign language education (pp. 75–91). Bristol: Multilingual Matters.

    Google Scholar 

  • Skutnabb-Kangas, T. (1998). Human rights and language wrongs — A future for diversity? Language Sciences, 20(1): 5–27.

    Article  Google Scholar 

  • Skutnabb-Kangas, T. (1999). Linguistic human rights — Are you naïve or what? TESOL Journal, 8(3): 6–12.

    Google Scholar 

  • Skutnabb-Kangas, T. (2000). Linguistic human rights and teachers of English. In J. K. Hall and W. G. Eggington (eds), The sociopolitics of English language teaching (pp. 22–45). Bristol: Multilingual Matters.

    Google Scholar 

  • Skutnabb-Kangas, T. (2008). Language education and (violations of) human rights. Keynote address presented at Linguistic Human Rights Symposium. Retrieved from: http://www.linguistic-rights.org

  • Sung, K. and Pederson, R. (eds) (2012). Critical ELT practices in Asia: Key issues, practices and possibilities. Rotterdam: Sense Publishers.

    Google Scholar 

  • Widin, J. (2010). Illegitimate practices: Global English language education. Bristol: Multilingual Matters.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. TESOL, University of Technology Sydney, Australia

    Jacqueline Widin (Senior Lecturer)

Authors
  1. Jacqueline Widin
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Future University Hakodate, Hokkaido, Japan

    Damian J. Rivers (Associate Professor) (Associate Professor)

Copyright information

© 2015 Jacqueline Widin

About this chapter

Cite this chapter

Widin, J. (2015). Symbolic Violence and Pedagogical Abuse in the Language Classroom. In: Rivers, D.J. (eds) Resistance to the Known. Palgrave Macmillan, London. https://doi.org/10.1057/9781137345196_4

Download citation

Publish with us

Policies and ethics

Search

Navigation