Doing critical language pedagogy in neoliberal spaces: A materialist narrative analysis of teaching young learners of English in a Korean hagwon
Files
Date
2017
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
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.
Description
Keywords
Citation
Extent
91 pages
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.