DOI:
https://doi.org/10.14483/22487085.20616Published:
2024-01-12Issue:
Vol. 25 No. 2 (2023): July-DecemberSection:
Research ArticlesCritical Intercultural Pedagogical Experiences: The case of two public schools
Experiencias Pedagógicas en Interculturalidad Crítica: El caso de dos colegios públicos
Keywords:
colegios públicos, decolonialidad, experiencias pedagógicas, interculturalidad crítica, prácticas pedagógicas (es).Keywords:
critical interculturality, decoloniality, pedagogical experiences, pedagogical practices, public schools (en).Downloads
Abstract (en)
This article is the result of our research interest in the concept of Critical Interculturality (CI) along with our professional pedagogical experiences at the public-school level. The experiences took place in two different regions in Colombia, Medellín, Antioquia, and Florencia, Caquetá. These experiences were initially systematized in a PhD seminar concerning Critical Intercultural theories. First of all, we conceptualise CI from a Latin-American perspective associated with patterns of power and hierarchical structures, while bringing to light other ways of being, living, and knowing. Then, we look at the current stage of English Language Teaching (ELT) Colombian scholarship on CI, which is increasingly being studied from the standpoint of theory rather than practice. Finally, we describe two experiences that highlight public school teachers’ practices from a critical intercultural view going beyond CI theory by categorising and proving that it is possible to undertake authentic critical intercultural pedagogical experiences in the EFL/ELT field.
Abstract (es)
Este artículo es el resultado de nuestro interés investigativo en el concepto de Interculturalidad Crítica (IC) junto con nuestras experiencias pedagógicas profesionales de las escuelas del sector público. Las experiencias se desarrollaron en dos regiones diferentes de Colombia, Medellín, Antioquia y Florencia, Caquetá. Estas experiencias fueron inicialmente sistematizadas en un seminario doctoral sobre Interculturalidad Crítica. En primer lugar, conceptualizamos la IC desde una perspectiva latinoamericana asociada a patrones de poder y estructuras jerárquicas, así como otras formas de ser, vivir y saber. Luego, observamos el estado actual de la investigación colombiana sobre la enseñanza del inglés en relación con IC, la cual se estudia más alrededor de discursos teóricos que prácticos. Finalmente, describimos dos experiencias que destacan las prácticas de los docentes de colegios públicos desde una mirada crítica intercultural que va más allá de la teoría sobre IC. Se prueba que es posible emprender experiencias pedagógicas auténticas con un enfoque en IC en el campo de la enseñanza del inglés o idiomas extranjeros.
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