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regarding a totalized society and world have been constructed through English is unearthed as the wholeness of a society and an individual is impossible and fragmented. The importance of heteroglossia and polyphony is recommended. Keywords: Radical pedagogy, critical pedagogy resistance, counter-hegemony Underlying Freire’s politics of hope was a view of radical pedagogy that located itself on the dividing lines where the relations between domination and oppression, power and powerlessness, continued to be produced and reproduced . (Giroux, 2011, p. 161

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English language hegemony there. Drawing on the critical, liberatory strategies of Freire (1974) and others, Ördem suggests an intervention against English hegemony and Western domination through the use of radical pedagogy and a focus on teaching critical human rights. It is a bold, but necessary project to undertake— not just for Turkey, but also for the world. References Adams, D. W. (1995). Education for extinction: American Indians and the boarding school experience 1875–1928 . Lawrence, KS: University of Kansas Press. Au, W. (2018). A Marxist education

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Freire . Available at < http://www.ptoweb.org/freire.html >. Accessed 7 October 2012. Bereś, Jerzy, Jacek Kasprzycki, Paweł Łubowski (2009). Interview: dokumenty rzeczowe. Artluk 4: 58–65. Bernstein, Basil (2003). Class, Codes and Control . Vol. 1: Theoretical Studies towards a Sociology of Language . London: Routledge. Blaszk, Martin (2009). Ethnodrama, action research and adaptation – some considerations in choosing a research method. Problemy Wczesnej Edukacji 10 (2): 82–91. Blaszk, Martin (2017). A Space for Happening in Education: An Empirical Study

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In dreißig Jahren um die Welt ← 72 | 73 → 1994 Erschwerte Annäherung an Mozart Prag leuchtete. Die Zinnen der Altstadt glänzten im Licht der Nachmittagssonne; auf der Kleinseite funkelten die Dächer von St. Niklas und der umliegenden Barockpaläste im Wettstreit mit der alles überragenden Burg. Bei einem kleinen Liedernachmittag in der Jesuitenkirche wuchs die Vorfreude auf das abendliche Ereignis im Rudolfinum: Nelson Freire würde Mozart, Beethoven, Schumann und Chopin geben. Es sollte ein großer Abend werden. Prag während der Frühlingszeit – das wird

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Epstein, Seymour, 28 , 28n , 150 Erikson, Erik H., 119n , 150 European Union Key Competences for Schooling, 31 – 32 , 141 – 142 , 150 European Union Policy Document Key Competences for Schooling, 31 , 150 ← 159 | 160 → F Fatyga, Barbara, 120 , 150 Freire, Paulo, 48 , 142 , 148 , 150 G Galewska-Kustra, Marta, 134 , 150 Gardner, Howard, 113 – 115 , 113n , 115n , 117 , 143 , 150 Garoian, Charles R., 15 , 37 , 40 , 55 – 57 , 59 , 64 , 67 , 69 , 71 , 78 , 88 , 117 – 121 , 118n , 124 , 143 – 144 , 150 Gennap, Arnold van, 90 – 91

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participatory and transformative agenda of the ESOL Strategy’s vision and objectives also implies a model of integration in which structures alter to accommodate the needs of minority groups. There is considerable congruence, then, between the objectives of the Scottish ESOL Strategy, the Marxist conceptualisation of emancipation, and an inclusive approach to the settlement of immigrants. For ESOL to have the transformative impact that Scotland’s ESOL Strategy promotes, it would be useful to draw on the work of Paolo Freire, whose seminal book Pedagogy of the Oppressed

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, 219 F Fairclough, N., 84 , 145 , 146 , 147 , 148 , 151 , 153 , 167 , 170 , 195 , 198 , 219 Fisette, J., 67 , 74 , 219 Flood, J., 178 , 219 , 227 Flowerdew, J., 78 , 212 , 220 Forceville, C., 164 , 165 , 220 Foucault, M., 14 , 48 , 78 , 84 , 96 , 107 , 145 , 198 , 220 Fowler, R., 106 , 145 , 220 Fraenkel, B., 7, 39 , 41 , 79 , 92 , 116 , 138 , 176 , 181 , 187 , 211 , 213 , 220 , 221 Freire, P., 169 , 197 , 221 Fresnault-Deruelle, P., 181 , 190 , 221 G Garufo, F., 181 , 221 Gee, J., 167 , 175 , 221 , 222

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approach – inspired by the work of the Brazilian educator, Paulo Freire (1970) – aimed at developing civic (critical) education through language or, as put by Beacco et al. (2010), understood as language in and for education. A model fulfilling the pedagogical requirement functions in glottodidactics is known as CLIL (Content and Language Integrated Learning). Recently, in the context of the globalized, connected world, the participatory approach to language education may also require, as Finardi (2015) adds, the development of the digital literacy to the level

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. Radical pedagogy aims to emancipate individuals in education from ideologies imposed on them by those in power. Schools are seen as places where counter-hegemony is possible. Au (2018: 86) notes that ‘there is hope in education as a site of resistance to oppression and as a site for changing the consciousness of individuals as part of broader mass movements’. Radical pedagogy deals with the effects of colonialism, capitalism, imperialism and neoliberalism to develop critical consciousness and transform communities. Freire (2000) believes that critical reflection and