This book offers a window onto the personal and collective journey(s) towards decolonial inquiry of nine English Language Teaching (ELT) researchers of the South. They share their stories - of learning what ¡it means not only to question/the historical and ongoing violence of modern institutions of epistemic-power (especially schools, universities, and academic disciplines) but to recognize, face, and detangle the roots of coloniality in their ways of knowing, relating and being with/in the profession.
The immensity of this task is enormous. The authors-of this book describe it as a process of swimming into “uncharted waters” as they face the complex, unknowable, and uncomfortable necessity of being epistemological and ontologically disobedient not only to professional norms and expectations but to cherished assumptions about knowledge, identity, purpose, truth, and justice.
Navigating Uncharted Waters Towards Decolonial Stances in Research
Doing research from a decolonial stance is a beautiful and alluring endeavor, particularly when the researcher’s spirit is always searching to push the envelope, find ways to subvert the canon, and do things differently.
Researching Horizontally: Methodological Assumptions About Observers’ Subject Positions
The life stories, autobiographical narratives, and the horizontality of the English class observers represent a methodological dynamic in this book chapter. This chapter manifests a reflection that has emerged from a horizontal view.
What Does this Journey Look Like?
Research and life go hand-in-hand because, as human beings, we always desire to understand and give significance to what we do, feel, or experience.
Trans-Gressive Uncertainties In approaching Transgender Learner Experiences in ELT Pre-Service Teacher’s Formation
After teaching for more than 20 years, I have had the worthy opportunity to observe how “we” teachers deal with the power our investiture gives us, sometimes I have made mistakes, and sometimes I have seen how my colleagues have abused their power as well, explicitly talking about the mispercepti
Methodological Jigsaw: Out and in the Frames
¿Quién eres? Who am I? These questions appeared in my life since secondary education due to situations I consider structural and symbolic violence too. These have inspired me to connect my life experiences to research.
A Hybrid Approach Toward Teacher Identity Research in the Transnational Nexus
My decolonial stance lies in Knowledge decolonization –Knowledge is power in the modern era, and coloniality has transformed from hard power to soft power domination through education, knowledge, and research.