Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/67836

Doing critical language pedagogy in neoliberal spaces: A materialist narrative analysis of teaching young learners of English in a Korean hagwon

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Title:Doing critical language pedagogy in neoliberal spaces: A materialist narrative analysis of teaching young learners of English in a Korean hagwon
Authors:West, Gordon Blaine
Date Issued:2017
Abstract:Critical language pedagogy has been practiced in many contexts, but there have been few reports of critical pedagogy being practiced in neoliberal spaces of private language education. In this paper, I document critical English language teaching initiatives using the specific case of a South Korean English private language school (hagwon) to demonstrate the possibilities of such an approach in a private institution. Using a critical practitioner research perspective (Cochran-Smith & Lytle, 2009), I collected data from my classes at a hagwon over a 15-month period in the form of artifacts (ballots, student surveys, etc.), images, and student writings. I use emplotment (Polkinghorne, 1995) as a means of creating a narrative from non-narrative data and a materialist analysis (Alaimo & Hekman, 2008) to examine the data. Student resistance, negotiating syllabi, and learner-created materials, and critical episodes in three classes, illustrate the possibilities, need for, and limitations of critical
pedagogy in neoliberal spaces.
Pages/Duration:91 pages
URI:http://hdl.handle.net/10125/67836
Appears in Collections: SLS Papers (2000-present)


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