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Postcolonial power structures and knowledge archives continue to shape our society and the perceptions and actions of individuals who have grown up in this society. School as an institution of such socialization processes, including its actors such as teachers, is not an exception. Rather, as a part of society, schools are also prone to contributing to a reproduction of these power structures and knowledge archives on several levels. ELT is one of such levels as its core concepts and contents are likely to reproduce postcolonial power structures. Thus, English language educators are required to critically engage with teaching approaches, contents, and materials that empower them to decolonize their classrooms. Against this background the following questions will be discussed in the seminar: (1) What does it mean to decolonize the classroom? (2) How can English language educators design a counter-hegemonic (machtkritischen) and anti-racist classroom? (3) What challenges do they encounter? (4) How does the objective of counter-hegemonic and anti-racist education impact on principles and methods of ELT?
Students participating in this seminar are expected to take an oral exam after completing the module FD 2 (oral exam in combination with the second seminar of this module). |
