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Hizmet Öncesi İngilizce Öğretmenleri Neye Hizmet Eder? Eleştirel Pedagojik bir Bakış Açısı

Year 2021, Volume: 17 Issue: 33, 522 - 534, 31.01.2021
https://doi.org/10.26466/opus.770219

Abstract

Hizmet öncesi İngilizce öğretmenleri, İngilizce dil öğretimi disiplinindeki birçok çalışmanın konusu olmuştur. Bununla birlikte, hizmet ettikleri şeyin nadiren sorgulandığı ve araştırıldığı görülmektedir. Eleştirel pedagoji, araştırmacıların İngilizcenin dramatkik şekilde yaygınlaşmasının neden önemli ölçüde arttığını sorgulamasına yardımcı olabilir. Bu çalışmada, içeriden bir bakış açısı ile araştırmacı kendi gözlemlerini, deneyimlerini ve inançlarını sunmak için otoetnografik araştırma yöntemi kullanılmıştır. Hizmet öncesi dönemi eleştirmek için eleştirel pedagojinin ilkelerini kullandım. Benim asıl sorum öğretmen adaylarının neye hizmet ettikleri idi. Bu terimi, neoliberal politikaların yapısökümü için daha geniş bir alan açmak ve sömürge zihinlerini eleştirmek için problemleştirdim. İngilizce öğretiminin Anglo-Amerika'nın sömürgeci zihinlerinden kaynaklanan neoliberal politikaların vazgeçilmez bir parçası olarak kullanıldığına inanıyorum. Hizmet öncesi İngilizce öğretmenlerine, İngilizce merkezli politikaları eleştirme ve dilsel insan haklarını koruma fırsatı verilmelidir. ELT bölümleri, hizmet öncesi öğrencilere karşı çıkabileceği ve karşı çıkabileceği platformlar sunabilir. Sömürge altyapısının farkında olan ELT bölümleri, İngilizce merkezli dil uygulamaları yerine dilsel insan haklarına öncelik veren özgürleştirici ve dönüştürücü müfredat yoluyla öğrenci öğretmenlerini radikalleştirebilir. Ayrıca, hizmet öncesi İngilizce öğretmenlerini kullanmak yerine ELT öğrencileriyle işbirliği içinde adlandırma ve sınıflandırma tartışılabilir. Çünkü hizmetin neoliberalizm ve yeni sömürgecilik ile ilgili olumsuz çağrışımları olabilir.

References

  • Adams, T. E., Jones, S. L. H., and Ellis, C. (2015). Autoethnography. Understanding Qualitative Research.Oxford: Oxford University Press.
  • Ahiska, M. (2010). Occidentalism in Turkey: Questions of modernity and national identity in Turkish radio broadcasting. IB Tauris.
  • Apple, M. W. (2011). Paulo Freire, critical pedagogy and the tasks of the critical scholar/activist. Revista e- curriculum, 7(3), 1-21.
  • British Council ve TEPAV. (2015). The state of English in higher education in Turkey. Ankara: Yorum Basın Yayın.
  • Chomsky, N. (2012). Democracy and education. Counterpoints, 422, 55-70.
  • Fairclough, N. (1989) Language and power. London: Longman.
  • Fairclough, N. (1992) Discourse and social change. Cambridge: Polity Press.
  • Falzon, C. (2006). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1972) The archaeology of knowledge. London: Routledge.
  • Foucault, M. (1980). Truth and power. In C. Gordon (ed.) Power/Knowledge. Selected Interviews and other Writings 1972–1977. Hemel Hempstead: Harvester Wheatsheaf.
  • Foucault, M. (2012). Discipline and punish: The birth of the prison. New York, NY: Vintage.
  • Freire, P. (2000). Pedagogy of the oppressed (Trans. M. Bergman Ramos). New York: Continuum.
  • Giroux, H. (2002). Neoliberalism, corporate culture, and the promise of higher education: The university as a democratic public sphere. Harvard educational review, 72(4), 425-464.
  • Giroux, H. (1984). Marxism and schooling: The limits of radical discourse. Educational Theory, 34(2), 113-35.
  • Gramsci, A. (1991) Selections from prison notebooks. London: Lawrence and Wishart.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford :Oxford University Press.
  • Laclau, E. and Mouffe, C. (1985) Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso.
  • Marx, K. (1968). Preface to a contribution to the critique of political economy. In Karl Marx & Frederick Engels: Their selected works (p. 181-185). New York: International Publishers.
  • Marx, K. and Engels, F. [1848]. The communist Manifesto. In Mendel, Arthur P. (ed.)(1961). Essential works of Marxism. New York: Bantam, 13-44.
  • McLaren, P. (1988). Schooling the postmodern body: Critical pedagogy and the politics of enfleshment. Journal of Education, 170(3), 53-83.
  • Olssen, M., and Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of education policy, 20(3), 313-345.
  • Pennycook, A. (2002). English and the discourses of colonialism. London : Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London : Routledge.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3), 313-331.
  • Rule, P. (2011). Bakhtin and Freire: Dialogue, dialectic and boundary learning. Educational philosophy and theory, 43(9), 924-942.
  • Said, E. W. (1979). Orientalism. London: Penguin
  • Said, E. E. (1996). Representations of the intellectual. New York : Vintage
  • Spivak, G. C. (2003). Can the subaltern speak?. Die Philosophin, 14(27), 42-58.

What do Pre-service English Teachers Serve? A Critical Pedagogical Perspective

Year 2021, Volume: 17 Issue: 33, 522 - 534, 31.01.2021
https://doi.org/10.26466/opus.770219

Abstract

Pre-service English teachers have been the object of many studies in the discipline of English language teaching. However, what they have served has been rarely questioned and investigated. Critical pedagogy can help researchers interrogate why English has spread dramatically. An autoethnographic research method was used in this study to present the observations, experiences and beliefs of an insider’s perspective. I utilized the tenets of critical pedagogy to criticize the term pre-service. My main question was what pre-service English teachers served. I problematized this term to open broader space for the deconstruction of neoliberal policies and criticizing the colonial minds. I believe that English language teaching has been used as an indispensable part of neoliberal policies emanating from colonial minds of Anglo-America. Pre-service English teachers should be given the opportunity to criticize English-centric policies and to protect linguistic human rights. ELT departments can present platforms where pre-service itself can be resisted and opposed by the students. Aware of the colonial background, the ELT departments can radicalize student teachers through emancipatory and transformative curricula that prioritize linguistic human rights instead of English-centered linguicist practices. In addition, naming and labeling can be discussed in collaboration with ELT students instead of using the pre-service English teachers since serving may have negative connotations in relation to neoliberalism and neocolonialism.

References

  • Adams, T. E., Jones, S. L. H., and Ellis, C. (2015). Autoethnography. Understanding Qualitative Research.Oxford: Oxford University Press.
  • Ahiska, M. (2010). Occidentalism in Turkey: Questions of modernity and national identity in Turkish radio broadcasting. IB Tauris.
  • Apple, M. W. (2011). Paulo Freire, critical pedagogy and the tasks of the critical scholar/activist. Revista e- curriculum, 7(3), 1-21.
  • British Council ve TEPAV. (2015). The state of English in higher education in Turkey. Ankara: Yorum Basın Yayın.
  • Chomsky, N. (2012). Democracy and education. Counterpoints, 422, 55-70.
  • Fairclough, N. (1989) Language and power. London: Longman.
  • Fairclough, N. (1992) Discourse and social change. Cambridge: Polity Press.
  • Falzon, C. (2006). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1972) The archaeology of knowledge. London: Routledge.
  • Foucault, M. (1980). Truth and power. In C. Gordon (ed.) Power/Knowledge. Selected Interviews and other Writings 1972–1977. Hemel Hempstead: Harvester Wheatsheaf.
  • Foucault, M. (2012). Discipline and punish: The birth of the prison. New York, NY: Vintage.
  • Freire, P. (2000). Pedagogy of the oppressed (Trans. M. Bergman Ramos). New York: Continuum.
  • Giroux, H. (2002). Neoliberalism, corporate culture, and the promise of higher education: The university as a democratic public sphere. Harvard educational review, 72(4), 425-464.
  • Giroux, H. (1984). Marxism and schooling: The limits of radical discourse. Educational Theory, 34(2), 113-35.
  • Gramsci, A. (1991) Selections from prison notebooks. London: Lawrence and Wishart.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford :Oxford University Press.
  • Laclau, E. and Mouffe, C. (1985) Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso.
  • Marx, K. (1968). Preface to a contribution to the critique of political economy. In Karl Marx & Frederick Engels: Their selected works (p. 181-185). New York: International Publishers.
  • Marx, K. and Engels, F. [1848]. The communist Manifesto. In Mendel, Arthur P. (ed.)(1961). Essential works of Marxism. New York: Bantam, 13-44.
  • McLaren, P. (1988). Schooling the postmodern body: Critical pedagogy and the politics of enfleshment. Journal of Education, 170(3), 53-83.
  • Olssen, M., and Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of education policy, 20(3), 313-345.
  • Pennycook, A. (2002). English and the discourses of colonialism. London : Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London : Routledge.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3), 313-331.
  • Rule, P. (2011). Bakhtin and Freire: Dialogue, dialectic and boundary learning. Educational philosophy and theory, 43(9), 924-942.
  • Said, E. W. (1979). Orientalism. London: Penguin
  • Said, E. E. (1996). Representations of the intellectual. New York : Vintage
  • Spivak, G. C. (2003). Can the subaltern speak?. Die Philosophin, 14(27), 42-58.
There are 28 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Eser Ordem 0000-0001-9529-4045

Publication Date January 31, 2021
Acceptance Date December 25, 2020
Published in Issue Year 2021 Volume: 17 Issue: 33

Cite

APA Ordem, E. (2021). What do Pre-service English Teachers Serve? A Critical Pedagogical Perspective. OPUS International Journal of Society Researches, 17(33), 522-534. https://doi.org/10.26466/opus.770219