DOI:

https://doi.org/10.14483/22487085.19269

Published:

2023-09-21

Issue:

Vol. 25 No. 2 (2023): July-December

Section:

Research Articles

English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study

Authors

  • Sandra Viviana Gómez Gaitán Universidad Distrital Francisco José de Caldas https://orcid.org/0000-0002-2641-7678
  • Alber Josué Forero Mondragón Universidad Distrital Francisco José de Caldas
  • José David Largo Rodríguez Universidad Distrital Francisco José de Caldas

Keywords:

agencia (es).

Downloads

Abstract (en)

This article reports a narrative study on the reflexive and transformative perspectives that two English language teachers take on when they story themselves as ELT professionals.. The study adopts a narrative methodology where teachers reconstruct their meaningful professional experiences regarding the foregoing policies. In this sense, participants orally make meaning of themselves as English language professionals by reflecting on their past (retrospection), present (introspection), and future (prospection). Data was collected throughout semi-structured interviews and analyzed under a narratives framework. Findings revealed that teachers’ postgraduate education becomes a community of practice for them to problematize their past experiences with supranational language policies. Thus, such problematization allows them to exert agency through classroom micro-practices that lead them to resist oppressive education language policies. Furthermore, these micro-practices found teachers’ imagined futures and shape their identities as agents of change.

Abstract (es)

Este artículo reporta un estudio narrativo sobre las perspectivas reflexivas y transformadoras que dos profesores de inglés asumen cuando se narran a sí mismos como profesionales de la enseñanza del inglés. El estudio adopta una metodología narrativa en la que los profesores reconstruyen sus experiencias profesionales significativas en relación con dichas políticas. En este sentido, los participantes se significan oralmente como profesionales de la lengua inglesa a partir de su reflexión sobre el pasado (retrospección), el presente (introspección), y el futuro (prospección). Los datos se recogieron a través de entrevistas semiestructuradas y se interpretaron bajo un marco de análisis de narrativas. Los resultados revelaron que la formación posgradual se convierte para los profesores en una comunidad de práctica para problematizar sus experiencias pasadas con las políticas lingüísticas supranacionales. Así, esta problematización les permite ejercer agencia a través de micro prácticas en el aula que les instan a resistir políticas lingüísticas educativas opresivas. Además, estas micro prácticas se materializan en el futuro imaginado de los profesores y le dan forma a su identidad como agentes de cambio.

References

Bakhtin, M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin (M. Holquist, Ed.) (C. Emerson & M. Holquist, Trans.). University of Texas Press.

Barkhuizen, G. (2015). Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education. RELC Journal, 47(1), 25–42. https://doi.org/10.1177/0033688216631222

Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching. Routledge.

Barkhuizen, G. (2011). Narrative knowledge in TESOL. TESOL Quarterly, 45(3), 391-414.https://doi.org/10.5054/tq.2011.261888

Barkhuizen, G. (2008). A narrative approach to exploring context in language teaching. English Language Journal, 62 (3), 231-39. http://dx.doi.org/10.1093/elt/ccm043

Bruner, J. S. (2004). Life as Narrative. Social Research, 71(3), 691-711.

Bruner, J. S. (2002). Narratives of human plight: A conversation with Jerome Bruner. In R. Charon & M. Montello (Eds.), Stories Matter: The Role of Narrative in Medical Ethics (pp. 3–9). Routledge.

Castañeda-Trujillo, J., Alarcón-Camacho, E., & Jaime-Osorio, M. (2022). Narratives about Being and Becoming English Language Teachers in an ELT Education Program. Colombian Applied Linguistic Journal, 24(1), 38-50. https://doi.org/10.14483/22487085.17940

Colombian Ministry of Education. (2014). Colombia Very Well: Programa Nacional de Inglés 2015-2025. http://t.ly/D9rL

Connelly, F. M. & Clandinin, D. J. (2006). Narrative Inquiry. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (3rd ed., pp. 477–487). Lawrence Erlbaum.

Davies, B. (1991). The Concept of Agency: A Feminist Poststructuralist Analysis. The International Journal of Anthropology 30, 42–53. https://www.jstor.org/stable/23164525

Davies, B., & Harré, R. (1990). Positioning: The Discursive Production of Selves. Journal for the Theory of Social Behaviour, 20(1), 43–63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x

Derrida, J. (1978). Writing and Difference. Blackwell.

Elliot, J. (2005). Using narrative in social research: Qualitative and quantitative approaches. SAGE Publications.

Forero-Mondragón, A. J. (2020). The discourse of standard English: An exercise of disciplinary power in international scholarships? [Master’s thesis]. Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. https://t.ly/2z9m

Forero-Mondragón, A. J., & Quintero-Polo, Á. H. (2022). Disciplinary Power Lying Behind the Requisite of English Language Mastery in International Scholarships. Profile: Issues in Teachers’ Professional Development, 24(1), 175–191. https://doi.org/10.15446/profile.v24n1.91112

Foucault, M. (1980). Power-Knowledge: Selected Interviews & Other Writings, 1972-1977 (C. Gordon, Ed.). Pantheon Books.

Guerrero-Nieto, C. H., & Quintero, A. (2021). Elementary School Teachers in Neoliberal Times: The Silent Voices That Make Educational Policies Work. Profile: Issues in Teachers’ Professional Development, 23(1), 27–40. https://doi.org/10.15446/profile.v23n1.83052

Hargreaves, A., & Fullan, M. (2012). In A. Hargreaves, & M. Fullan, (Eds.), Professional capital: Transforming teaching in every school, (pp. 78-101). Teachers College Press.

Hatch, A. J. (2002). Doing Qualitative Research in Education Settings. State University of New York Press.

Johnson, K. E., & Golombek, P. R. (2002). Inquiry into experience: Teachers’ personal and professional growth. In K. E. Johnson & P. R. Golombek (Eds.), Teachers’ Narrative Inquiry as Professional Development (pp. 1–14). Cambridge University Press.

Johnson, K. E., & Golombek, P. R. (2011). The Transformative Power of Narrative in Second Language Teacher Education. TESOL Quarterly, 45(3), 486–509. https://doi.org/10.5054/tq.2011.256797

Kanno, Y., & Norton, B. (2003). Imagined Communities and Educational Possibilities: Introduction. Journal of Language, Identity & Education, 2(4), 241–249. https://doi.org/10.1207/S15327701JLIE0204_1

Kramp, M. K. (2004). Exploring Life and Experience Through Narrative Inquiry. In K. DeMarris & S. D. Lapan (Eds.), Foundations for Research: Methods of Inquiry in Education and the Social Sciences (pp. 103–121). Lawrence Erlbaum Associates.

Kumaravadivelu, B. (2012). Individual identity, cultural globalization, and teaching English as an international language: The case for an epistemic break. In L. Alsagoff, S. L. McKay, G. Wu, & W. A. Renandya (Eds.), Principles and Practices for Teaching English as an International Language. (pp. 9–27). Routledge.

Macías, D. F., Hernández, W., & Sánchez, A. (2020). Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program. Teaching and Teacher Education, 91, 1–10. https://doi.org/10.1016/j.tate.2020.103055

Morgan, B. (2007). Poststructuralism and Applied Linguistics. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (pp. 949–968). Springer. https://doi.org/10.1007/978-0-387-46301-8_69

Noordegraaf, M. & Schinkel, W. (2011). Professional Capital Contested. A Bourdieusian Analysis of Conflicts between Professionalism and Managers. International Journal of Comparative Sociology 10(1), 97-125. http://dx.doi.org/10.1163/156913310X514092

Norton, B. (2010). Language and Identity. In H. Hornberger & S. Mckay (Eds.), Sociolinguistics and language education (pp. 349–369). Multilingual Matters.

Norton, B., & Early, M. (2011). Researcher Identity, Narrative Inquiry, and Language Teaching Research. TESOL Quarterly, 45(3), 415–439. https://doi.org/10.5054/tq.2011.261161

Norton, B., & Morgan, B. (2013). Poststructuralism. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 23–28). Blackwell Publishing Ltd.

Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412–446. https://doi.org/10.1017/S0261444811000309

Presidency of Colombia. (2014, July 10). Presidente Santos durante el lanzamiento del Plan Nacional de Bilingüismo- 10 de julio de 2014 [video]. Youtube. https://www.youtube.com/watch?v=Fll7P-W3sx0

Quintero Polo, Á. H. (2016). Creating a Pedagogical Space that Fosters the (Re)Construction of Self Through Life Stories of Pre-Service English Language Teachers. HOW Journal, 23(2), 106–124. https://doi.org/10.19183/how.23.2.293

Quintero Polo, Á. H., & Guerrero Nieto, C. H. (2018). The (Re)Construction of Self Through Student-Teachers’ Storied Agency in ELT: Between Marginalization and Idealization. In B. Yazan & N. Rudolph (Eds.), Criticality, Teacher Identity, and (In) equity in English Language Teaching (pp. 81–102). Springer.

Rincón-Villamil, Ó. A. (2010). Análisis de la política educativa actual en Colombia desde la perspectiva teórica de Pierre Bourdieu. Magistro, 4(8), 33–48. https://dialnet.unirioja.es/servlet/articulo?codigo=3681094

Rudolph, N., Yazan, B., & Rudolph, J. (2018). Negotiating ‘ares,’ ‘cans,’ and ‘shoulds’ of being and becoming in English language teaching: two teacher accounts from one Japanese university. Asian Englishes, 21(1), 22–37. https://doi.org/10.1080/13488678.2018.1471639

Sfard, A., & Prusak, A. (2005). Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity. Educational Researcher, 34(4), 14–22. https://doi.org/10.3102/0013189X034004014

Torres-Cepeda, N. M., & Ramos-Holguín, B. (2019). Becoming Language Teachers: Exploring Student-teachers’ Identities Construction through Narratives. GiST Education and Learning Research Journal, 18(18), 6–27. https://doi.org/10.26817/16925777.441

Weedon, C. (1987). Feminist Practice & Poststructuralist Theory. Blackwell.

How to Cite

APA

Gómez Gaitán, S. V., Forero Mondragón., A. J., and Largo Rodríguez, J. D. (2023). English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study. Colombian Applied Linguistics Journal, 25(2), 1–15. https://doi.org/10.14483/22487085.19269

ACM

[1]
Gómez Gaitán, S.V. et al. 2023. English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study. Colombian Applied Linguistics Journal. 25, 2 (Sep. 2023), 1–15. DOI:https://doi.org/10.14483/22487085.19269.

ACS

(1)
Gómez Gaitán, S. V.; Forero Mondragón., A. J.; Largo Rodríguez, J. D. English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study. Colomb. appl. linguist. j 2023, 25, 1-15.

ABNT

GÓMEZ GAITÁN, Sandra Viviana; FORERO MONDRAGÓN., Alber Josué; LARGO RODRÍGUEZ, José David. English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study. Colombian Applied Linguistics Journal, [S. l.], v. 25, n. 2, p. 1–15, 2023. DOI: 10.14483/22487085.19269. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/English-teachers-language-policies. Acesso em: 2 mar. 2024.

Chicago

Gómez Gaitán, Sandra Viviana, Alber Josué Forero Mondragón., and José David Largo Rodríguez. 2023. “English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study”. Colombian Applied Linguistics Journal 25 (2):1-15. https://doi.org/10.14483/22487085.19269.

Harvard

Gómez Gaitán, S. V., Forero Mondragón., A. J. and Largo Rodríguez, J. D. (2023) “English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study”, Colombian Applied Linguistics Journal, 25(2), pp. 1–15. doi: 10.14483/22487085.19269.

IEEE

[1]
S. V. Gómez Gaitán, A. J. Forero Mondragón., and J. D. Largo Rodríguez, “English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study”, Colomb. appl. linguist. j, vol. 25, no. 2, pp. 1–15, Sep. 2023.

MLA

Gómez Gaitán, Sandra Viviana, et al. “English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study”. Colombian Applied Linguistics Journal, vol. 25, no. 2, Sept. 2023, pp. 1-15, doi:10.14483/22487085.19269.

Turabian

Gómez Gaitán, Sandra Viviana, Alber Josué Forero Mondragón., and José David Largo Rodríguez. “English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study”. Colombian Applied Linguistics Journal 25, no. 2 (September 21, 2023): 1–15. Accessed March 2, 2024. https://revistas.udistrital.edu.co/index.php/calj/article/view/English-teachers-language-policies.

Vancouver

1.
Gómez Gaitán SV, Forero Mondragón. AJ, Largo Rodríguez JD. English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study. Colomb. appl. linguist. j [Internet]. 2023 Sep. 21 [cited 2024 Mar. 2];25(2):1-15. Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/English-teachers-language-policies

Download Citation

Visitas

64

Dimensions


PlumX


Downloads

Download data is not yet available.

Metrics

Metrics Loading ...
Loading...