Education Policies, Foreign Language and (Mobile ... DE APRESENTACAO... · Education Policies,...
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Education Policies, Foreign Language and (Mobile) Technology in the field of Critical Applied
Linguistics
Cláudia Hilsdorf Rocha – Unicamp
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Critical Applied
Linguistics & Policies
Critical and alternative directions embrace the
notion of (local) practice and distrust the grand
gestures of imperialism, language rights and
globalization
Pennycook (2010)
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Critical Applied
Linguistics & Policies
From a Critical Applied Linguistics perspective
we can orient towards a form of politics that is
grounded in local language (and educational)
activities and that allows us to develop more
sophisticated, open, discontinued, situated
geographies of linguistics happenings and,
therefore, also policies
Pennycook (2010)
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Globalization &
Critical Education
Globalization is disform (Capella, 2000)
It is complex and not uniform or universally imposed
by a colonial power upon the colonized, but rather is
something that affects people and nations (as far as
language, education and policies are concerned,
as well) in varied and different ways
Rizvi (2000), p. 222
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The framework of judgments concerning the
impacts of globalization needs to be not simply
matters of whether globalization is really
happening or not, but of globalization in what
respects and on whose terms
Burbules e Torres (2000, p. 17)
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From a more neoliberal standpoint,
globalization affects educational policies,
practices and institutions by imposing market
approaches and rational management and by
favoring meritocracy, consumerism, uniformity
and homogenization
Burbules e Torres (2000)
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.
From a critical and postcolonial
perspective towards language and
education (Andreotti & Menezes de
Souza, 2012), within the globalized and
digital society, it is important to distrust
technology (Selwyn, 2014), as well as
every kind of authoritarian discourse, in
favor of epistemic breaks
(Kumaravadivelu, 2012).
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Policy as Ideology
Policy is about intentions and effect, it is
action-oriented and is a system of
organized decision making. Values (and
power) play an important part in the
definition and enactment of policy. Policy is
then guided by value or ideological systems
Adams (2014: 25)
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Policy as Ideology
Hélot & Laoire (2011)
Today, language policy is being
reconceptualized as a complexity
of human interactions,
negotiations and productions
mediated by interrelationships in
sites of competing ideologies,
discourses and powers.
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Policy as Ideology
Hélot & Laoire (2011)
More recent approaches to language (and
educational) policy conceptualize it as a
process in which a variety of social actors
struggle to achieve authoritative
contextualization (Silverstein & Urban,
1996): they actively engage in planning,
interpretation, modification and/or (selective)
implementation of policy, in accordance with
existing institutional practices, external
pressures and individual differences
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Language Policy as Local Practice :
Communities of Dissent
Hornberger (2006)
At the heart of post-structuralist and
more post-modern approaches to
language policy, one finds three
crucial concepts, which help to
advance our understanding, that is,
agency, ideology and ecology
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Language Policy as Local Practice :
Communities of Dissent
Medina (2006)
Agency is thought as discursive by
nature (Medina, 2006) and, therefore,
cannot be owned, but enacted within
social relations (of power)
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From language education policy to a
Pedagogy of the Possible (Localities)
Language and educational policies are created
and lived locally within
communities of dissent (Barnett, 2004, p. 64),
which reveal aporetic, heteroglossic spaces
(Blackledge et al 2014), that is, critical,
creative and dynamic spaces of crises or
dissent, from which epistemic breaks
(Kumaravadivelu, 2012) and transformation
can occur
Hélot & Laoire (2011)
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Importance of the interrelationship between
language policies and public bodies, on the one
hand, and local reality of ordinary people involved,
on the other, so that the agency of subalternized
communities can be validated and that policies can
be negotiated in a critical and creative way.
Such interrelationship and negotiation should allow
for more local and horizontally based actions to take
place, so that there could be breaks with
authoritarian policies, which either swipe or
romanticize linguistic and educational rights
Quoting Canagarajah (2005, p. 418), Severo (2013, p. 469),
emphasizes the:
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Hélot & Laoire (2011)
Education policy as an academic area of
study has found its niche in the last 30 or
so years. Because education seeks to
better the education of individuals and
groups in society and because it desires to
effect social change, it is a subject of
social policy and it is therefore an
ideological site of struggle
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Monolingualism
There is still a lingering tendency in
most language classrooms to approach
the teaching and learning of languages
as if monolingualism were the norm,
overlooking diversity (whether linguistic,
cultural, ethnic or social)
Hélot & Laoire (2011)
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Monolingualism
Ricento (2006)
Language policies as they emerged
in post-colonial (sociolinguistic)
situations have best served the
interests of the former language of
colonization rather than the
languages and rights of minorities.
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Monolingualism
Garcia (2009)
Even when education
systems are said to be
multilingual, most (linguistic
and educational) models are
still characterized as
monoglossic and intended
only for the elite and
dominant languages
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Educational Technology Policy
Educational technology policy can be seen as a
formalization of state intent to guide the implementation of
digital technologies throughout national education systems
The integration of digital technology into education systems has
been a growing feature of state education policymaking over the
past three decades
Nowadays educational technology can be said to be a major
policy concern across all nations, regardless of a country’s
global prominence or relative economic wealth
Selwyn (2013)
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Policies exist in context: they have a prior history, linked to
earlier policies, particular individuals and agencies
Rizvi and Lingard (2010: 15)
Educational technology policies need to be considered from a
more historical and critical standpointSelwyn (2013: 65)
We need to consider and reflect critically upon the
commodification of educational technology and its
consequences for the way in which power is
distributed through the material conditions of individual
nations and peopleMansell (2004: 102) 20
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Commodification
Selwyn (2013) - Zhao et al (2006)
During the 1980’s and 1990’s policies revolved largely around
provisions of computers in classroom and the development of
computer literacies among teachers and students, targeting at a
limited set of measurable outcomes
Brazilian Proinfo Integrado
Main goal: promote the use of technology within public schools
Such policies reveal the unchecked fear of missing the fast ICT
train to global prominence and have resulted in a (blind) global
chase after e-learning and a limited focus on market rationale
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Nowadays infusing national education systems with
digital technology still follow an essentially
deterministic expectation of technological change
leading to substantial educational improvement
Educational technology policymaking tends to be
linked to the idea of economic success in the
globalized knowledge economy
It could then be described as a techno-centric,
utopian and economic-driven
Selwyn (2013) - Zhao et al (2006)
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Technology-based education is presented by national
governments as a generic solution to common policy
problems arising from the knowledge economy,
information age and other recent global shifts
It is tempting to see policy expressions of
educational technology as forming a global hyper-
narrative (Stronach, 2010), that is, a shared
discursive means that nation states turn to in an
attempt to normalize the economic and societal
changes associated with globalization
Selwyn (2013, p. 82)
GENERALIZATION – NORMATIZATION- HOMOGENEITY
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Yet while all educational policies and practices are
internationalized to some degree, their apparent
similarities cannot be seen to represent a global
educational culture (Spring, 2009), for what has taken
place “on the ground” has proven to be very
different and diverse
State technology policies work like a relay
between certain administrative and political
practices and a diversity of local initiatives and
do not have homogeneous and predictable
effects, since they cannot be controlled
Selwyn (2013, p. 83)
EDUCATIONAL TECNHNOLOGY POLICY AS LOCAL PRACTICE
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Selwyn (2013: 83)
While the comparative education approach may well
encourage an interest in the similarities across national and
global settings (Samoff, 2007, p. 49), we need to remain
mindful of the many differences and discontinuities that persist
within national and global borders when it comes to
educational technology use and policies
We should turn our attention to the importance of
“local politics, (policies), culture and tradition
and the processes of interpretation and struggle
involved in translating these generic solutions
into practical policies and institutional practices
(Ball, 2006,p. 76)25
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In Brazil, there have been many discussions and
proposals for using the computer (and digital mobile
technologies) for transforming pedagogical practice
instead of just using it as another medium for knowledge
production and dissemination (Castro, 2000).
According to Proinfo (National Program for Computers
in Education) the main condition for achieving success
is the availability of good teachers, who must be
qualified at two levels: as educator and trainers
Fidalgo Neto et al (2009)
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In Brazil, Casa Thomas Jefferson iPads for
Access initiative set out from the start to
integrate English language and digital literacy
learning opportunities for socioeconomically
disadvantaged youth
The success of the Brazilian approach can be
seen in student’s growing independence and
creativity, as evidenced in the English-medium,
digitally enabled work they have been
empowered to produce, and which can be
publicly viewed online
Pegrum (2013, p. 36)
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Ipad for Access Project
Language: English
Focus:
Language & Digital Literacy
Recipients:
Students from low-income
backgrounds
Key partners:
US Embassy/US State Dept
Timeline: 2012 - ongoing
Pegrum (2014)
http://thomas.org.br/pratique-ingles/blog/?tag=mlearning#ipads-in-the-english-classroom
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Projeto Educação Digital-Políticahttp://www.fnde.gov.br/programas/programa-nacional-de-tecnologia-educacional-proinfo/proinfo-tablets
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Pegrum (2014: 35)
It is important to question anew in every context
whether mobile technologies are being used to
promote empowerment and equality rather than
(merely) serving economic or corporate imperatives
It is necessary to develop a critical mobile literacy,
for it offers a lens through which to focus on finding a
balance among competing interests and to help
students open up spaces for growth amid the multiples
discourses clamouring for their ( and all of our)
attention in contemporary society33
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Pegrum (2014: 35- 39)
Language, literacy and 21st century skills can be
critically and simultaneously dealt with to great effect
To do so, we should distrust educational
technology (policies and discourses)Selwyn (2014)
We should break with “imagined” and authoritarian discourses34
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Distrusting Policies and
Discourses
Digital natives simply do not exist and
research debunks the notion of a
homogeneous, technically able generation
Digital society faces serious problems
regarding access and social inequalities –
Liquid Modernity can be very heavy
Pegrum (2014)
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Technology cannot, on it is own, save education or the
world from inequalities, intolerance, hatred and all
sorts of violence and prejudice 36
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Living and practicing linguistic and technology educational policies, from a critical point o view, is a process of ideological becoming within
the bakhtinian public sphere, which invites us to be aware of and to care about difference and about the presence of the other.
Living and practicing linguistic and educational technology policies in such a public space (Biesta, 2014) involves taking
social responsibility within plurality towards policies, strategies, words, gestures, thoughts and actions of
everybody around us, caring and worrying about the collectivity and acting in the interest of the public, so that
such policies can become public37
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É preciso (re/des)aprender a viver (políticas)
• Somos unidos pelo tempo e pelo espaço. [...] A chave é viver no tempoespaço, no cronotopo, é reconhecer sua inseparabilidade.
[...] Aprender com a vida é a chave. Nós não pulamos, de crise em crise, sem aprender como ter mais controle de nossas vidas. Nós não vivemos desatentos ao mundo ao nosso redor, conscientes
somente de nossas próprias vontades e necessidades. Ao contrário, nós vivemos no mundo – atentando para como as forças
passadas fizeram de nós quem somos, conscientes de que, ao longo de nossa jornada, podemos crescer, aprender e mudar, primeira e principalmente a nós mesmos e, assim, também o
mundo,
• Shields (2007, p. 15), 38
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