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The Decolonial Option in English Teaching: Can the Subaltern Act?

TESOL quarterly, 2016-03, Vol.50 (1), p.66-85 [Peer Reviewed Journal]

Copyright © 2016 TESOL International Association ;2014 TESOL International Association ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.202

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Title:
The Decolonial Option in English Teaching: Can the Subaltern Act?
Author: Kumaravadivelu, B.
Subjects: Access to education ; College instruction ; Colonialism ; Criticism ; Decolonization ; Discourse Analysis ; English (Second Language) ; English as a second language ; English as a second language instruction ; English instruction ; Hegemony ; Inequality ; Language ; Language Teachers ; Minority & ethnic groups ; Native Speakers ; non-native speakers ; Nonnative speakers ; postcolonial approach ; power ; Power Structure ; Publishing industry ; Second Language Instruction ; Second Language Learning ; Subalterns ; Teachers ; teaching of language ; TESOL ; Textbooks ; theory of language teaching ; World language instruction
Is Part Of: TESOL quarterly, 2016-03, Vol.50 (1), p.66-85
Description: In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands result-oriented action, not just "intellectual elaboration." Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.
Publisher: Malden: Blackwell Publishing Ltd
Language: English
Identifier: ISSN: 0039-8322
ISSN: 1545-7249
EISSN: 1545-7249
DOI: 10.1002/tesq.202
Source: Education Resources Information Center (ERIC)
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The Decolonial Option in English Teaching: Can the Subaltern Act?

Copyright © 2016 TESOL International Association ;2014 TESOL International Association ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.202

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