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… to “translate” some principles of critical pedagogy into ELT pedagogy. The aim was to challenge the traditional forms of English teaching in school contexts, and, thus, delve into other possibilities of being and existing as English … linguistics as a discipline and the English language limits; instead, it meant daring to divest myself of disciplinary forms and, instead, to learn from other disciplines and epistemes. When I received the invitation to participate in the ELT … another subjectivity in a world of a colonizing nature. In short, the major in ELT Education seeks to make visi- ble the forms that English language teachers have established as places to resist discourses and domination practices. I believe that …
… by a modern and positivist way of understanding the teaching of the English language, but I am now moving around “specific forms of skepticism and epistemic attitudes out of which certain critical questions and the search for answers are generated” … comfortable when telling our stories. I think that, along with the teachers that will participate, we may choose different forms of art to tell our stories. We could paint pictures; create cartoons; write poems, songs, or stories as triggers to … by a modern and positivist way of understanding the teaching of the English language, but I am now moving around “specific forms of skepticism and epistemic attitudes out of which certain critical questions and the search for answers are generated” …
… relationships that are the conditions of possibility for nonviolent collective existence and ask new questions about what forms of inquiry serve this process. The immensity of this task is enormous. The authors of this book describe it as a … more widely (Tuck & Yang, 2012, p. 35). The chapters are presented in autobiographical, autoethnographic, and nar- rative forms, not to individualize experience but to interrupt dominant logics of disembodiment, objectification, and extraction by … is often silenced in education- al theory and research, where the term “decolonize” is also used to refer to dis- embodied forms of discursive projects such as diversification (of thinkers, syllabi, curricula); digression (from intellectual …