Edited By Eser Ördem
Chapter 5: Radical Pedagogy and Deconstruction of English
Abstract: This chapter discusses the tenets of radical pedagogy and why English has spread throughout Turkey. The role of academic, political and economic elites in the overwhelming domination of English is criticized. Therefore, I am trying to emphasize that English should be problematized to allow more space for other languages. The relationship between the spread of English and Empire as a neoliberal state has been criticized. Radical pedagogy has been absent in the curricula of ELT departments in Turkey. A strong relationship between the absence of radical pedagogy and the overwhelming spread of English has been established. In addition, the sites of resistance, counter-hegemony and praxis have been shown. How the construction of conscious consent through the World Bank and the British Council has been constituted is shown. The importance of dialogue, critical reflection, critical intervention, critical action and dialectal thinking is emphasized. In addition, how particular discourses 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)
Radical pedagogy mainly aims to render the pedagogical political and the political pedagogical (Giroux, 1996)...
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