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Year 2022, Issue: 31, 1515 - 1522, 21.12.2022

Ömer Gökhan Ulum Eser Ordem

https://doi.org/10.29000/rumelide.1222348

Abstract

Keywords

Critical pedagogy critical discourse analysis autoethnography power discourse

References

  • Adams T. E., Jones S. H., & Ellis C. (2015). Autoethnography: Understanding qualitative research. New York, NY: Oxford University Press.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
  • Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
  • Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
  • Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1981). Questions of method: An interview with Michel Foucault, trans. Colin Gordon. Ideology and Consciousness, 8, 3– 14.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Herder & Herder.
  • Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3),213– 239.
  • Giroux, H. (1988). Teachers as intellectuals. New York: Bergin & Garvey.
  • Giroux, H. A. (1996). Radical pedagogy and prophetic thought: Remembering Paulo Freire. Rethinking Marxism, 9(4), 76– 87.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford : Oxford University Press.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Jorgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
  • Kucuradi, İ. (2013). Human rights: Concepts and problems. Munster: LIT Verlag Munster.
  • McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution. Bern, Switzerland: Peter Lang.
  • Newman, S. (2001). From Bakunin to Lacan: Anti- authoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London: Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1– 43.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3),313– 331.
  • Said, E. (1979). Orientalism. New York : Vintage Books.
  • Skutnabb- Kangas, T. (2000). Linguistic genocide in education— or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Skutnabb- Kangas, T., & Phillipson, R. (2010). The global politics of language: Markets, maintenance, marginalization or murder. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77– 100). Malden, MA and Oxford: Wiley- Blackwell.
  • Turner, B. S. (2006). Vulnerability and human rights. University Park, PA: Penn State Press

Year 2022, Issue: 31, 1515 - 1522, 21.12.2022

Ömer Gökhan Ulum Eser Ordem

https://doi.org/10.29000/rumelide.1222348

Abstract

Keywords

Critical pedagogy critical discourse analysis autoethnography power discourse

References

  • Adams T. E., Jones S. H., & Ellis C. (2015). Autoethnography: Understanding qualitative research. New York, NY: Oxford University Press.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
  • Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
  • Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
  • Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1981). Questions of method: An interview with Michel Foucault, trans. Colin Gordon. Ideology and Consciousness, 8, 3– 14.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Herder & Herder.
  • Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3),213– 239.
  • Giroux, H. (1988). Teachers as intellectuals. New York: Bergin & Garvey.
  • Giroux, H. A. (1996). Radical pedagogy and prophetic thought: Remembering Paulo Freire. Rethinking Marxism, 9(4), 76– 87.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford : Oxford University Press.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Jorgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
  • Kucuradi, İ. (2013). Human rights: Concepts and problems. Munster: LIT Verlag Munster.
  • McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution. Bern, Switzerland: Peter Lang.
  • Newman, S. (2001). From Bakunin to Lacan: Anti- authoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London: Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1– 43.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3),313– 331.
  • Said, E. (1979). Orientalism. New York : Vintage Books.
  • Skutnabb- Kangas, T. (2000). Linguistic genocide in education— or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Skutnabb- Kangas, T., & Phillipson, R. (2010). The global politics of language: Markets, maintenance, marginalization or murder. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77– 100). Malden, MA and Oxford: Wiley- Blackwell.
  • Turner, B. S. (2006). Vulnerability and human rights. University Park, PA: Penn State Press

Year 2022, Issue: 31, 1515 - 1522, 21.12.2022

Ömer Gökhan Ulum Eser Ordem

https://doi.org/10.29000/rumelide.1222348

Abstract

Keywords

Critical pedagogy critical discourse analysis autoethnography power discourse

References

  • Adams T. E., Jones S. H., & Ellis C. (2015). Autoethnography: Understanding qualitative research. New York, NY: Oxford University Press.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
  • Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
  • Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
  • Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1981). Questions of method: An interview with Michel Foucault, trans. Colin Gordon. Ideology and Consciousness, 8, 3– 14.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Herder & Herder.
  • Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3),213– 239.
  • Giroux, H. (1988). Teachers as intellectuals. New York: Bergin & Garvey.
  • Giroux, H. A. (1996). Radical pedagogy and prophetic thought: Remembering Paulo Freire. Rethinking Marxism, 9(4), 76– 87.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford : Oxford University Press.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Jorgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
  • Kucuradi, İ. (2013). Human rights: Concepts and problems. Munster: LIT Verlag Munster.
  • McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution. Bern, Switzerland: Peter Lang.
  • Newman, S. (2001). From Bakunin to Lacan: Anti- authoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London: Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1– 43.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3),313– 331.
  • Said, E. (1979). Orientalism. New York : Vintage Books.
  • Skutnabb- Kangas, T. (2000). Linguistic genocide in education— or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Skutnabb- Kangas, T., & Phillipson, R. (2010). The global politics of language: Markets, maintenance, marginalization or murder. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77– 100). Malden, MA and Oxford: Wiley- Blackwell.
  • Turner, B. S. (2006). Vulnerability and human rights. University Park, PA: Penn State Press

ELT ideolojisini ve normalleştirilmiş söylemleri eleştirel söylem analizi yoluyla yapıbozuma uğratmak: İşbirlikçi otoetnografi

Year 2022, Issue: 31, 1515 - 1522, 21.12.2022

Ömer Gökhan Ulum Eser Ordem

https://doi.org/10.29000/rumelide.1222348

Abstract

İngilizce öğretmenliği bölümleri, bir asırdan fazla bir süredir tarafsız ve prestijli olarak kabul edilmiştir. Ancak bu departmanların kolonyal, neokolonyal, postkolonyal ve neoliberal uygulamaları unutulmuştur. Bu çalışmada, eleştirel pedagoji ve eleştirel söylem analizi çerçevesinde bu ideolojiyi yapıbozuma uğratmayı ve eleştirel bir bakış açısı geliştirmeyi amaçlıyoruz. Bu iki yaklaşımın her ikisi de gücü, güç ilişkilerini, bilgi biçimlerini ve öznel deneyimleri analiz etmeyi amaçlar. Bu çalışma, araştırmacıların inançlarına, deneyimlerine, gözlemlerine ve hikayelerine öncelik veren işbirlikçi otoetnografiye dayanmaktadır. Belirli söylemsel uygulamaları oluşturan çeşitli bilgi biçimleri üreten İngiliz Dili Eğitimi bölümlerindeki mevcut kimliğimizi nasıl reddettiğimizi gösteren 10 yol gösterici soru sorduk. Türkiye'deki İngiliz Dili Eğitimi bölümlerinin bu sömürgeci ve neoliberal aklın bir devamı olduğunu ve bu nedenle diğer dillerin sosyal çevrelerde yer alması için yeni bir alan yaratılması gerektiğini göstermeyi amaçladık. İngiliz bölümlerindeki öğrencilere ve öğretmen adaylarına gerçek tarihsel koşulların gösterilebilmesi için eleştirelliği, eleştirel pedagojiyi ve eleştirel söylem analizini pekiştiren dersler içermesini şiddetle tavsiye ediyoruz. Bu nedenle, yeni öznel deneyimlere ve pratiklere izin vermek için yeni söylemler oluşturulabilir ve üretilebilir.

Keywords

Critical pedagogy critical discourse analysis autoethnography power discourse

References

  • Adams T. E., Jones S. H., & Ellis C. (2015). Autoethnography: Understanding qualitative research. New York, NY: Oxford University Press.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
  • Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
  • Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
  • Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1981). Questions of method: An interview with Michel Foucault, trans. Colin Gordon. Ideology and Consciousness, 8, 3– 14.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Herder & Herder.
  • Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3),213– 239.
  • Giroux, H. (1988). Teachers as intellectuals. New York: Bergin & Garvey.
  • Giroux, H. A. (1996). Radical pedagogy and prophetic thought: Remembering Paulo Freire. Rethinking Marxism, 9(4), 76– 87.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford : Oxford University Press.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Jorgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
  • Kucuradi, İ. (2013). Human rights: Concepts and problems. Munster: LIT Verlag Munster.
  • McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution. Bern, Switzerland: Peter Lang.
  • Newman, S. (2001). From Bakunin to Lacan: Anti- authoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London: Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1– 43.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3),313– 331.
  • Said, E. (1979). Orientalism. New York : Vintage Books.
  • Skutnabb- Kangas, T. (2000). Linguistic genocide in education— or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Skutnabb- Kangas, T., & Phillipson, R. (2010). The global politics of language: Markets, maintenance, marginalization or murder. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77– 100). Malden, MA and Oxford: Wiley- Blackwell.
  • Turner, B. S. (2006). Vulnerability and human rights. University Park, PA: Penn State Press

Deconstructing ELT ideology and normalized discourses through critical discourse analysis: Collaborative autoethnography

Year 2022, Issue: 31, 1515 - 1522, 21.12.2022

Ömer Gökhan Ulum Eser Ordem

https://doi.org/10.29000/rumelide.1222348

Abstract

English language teaching departments have been regarded as neutral and prestigious for more than a century. However, the colonial, neocolonial, postcolonial and neoliberal practices of these departments are forgotten. In this study, we aim to deconstruct this ideology and develop a critical perspective within the framework of critical pedagogy and critical discourse analysis. Both of these two approaches aim to analyze power, power relations, forms of knowledge and subjective experiences. This study is based on collaborative autoethnography that prioritizes researchers` beliefs, experiences, observations and stories. We asked 10 guiding questions that showed how we came to reject our current identity in ELT discipline that produced various forms of knowledge that constitute certain discursive practices. We aimed to show that ELT departments in Turkey are a continuation of this colonial and neoliberal mind, and therefore a new space should be created for other languages to take their place on social circles. We strongly recommend that ELT departments can incorporate lessons that reinforce criticality, critical pedagogy and critical discourse analysis so that the real historical conditions could be shown to the students and teacher candidates in these departments. Therefore, new discourses can be constituted and produced to allow novel subjective experiences and practices.

Keywords

Critical pedagogy critical discourse analysis autoethnography power discourse

References

  • Adams T. E., Jones S. H., & Ellis C. (2015). Autoethnography: Understanding qualitative research. New York, NY: Oxford University Press.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
  • Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
  • Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
  • Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1981). Questions of method: An interview with Michel Foucault, trans. Colin Gordon. Ideology and Consciousness, 8, 3– 14.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Herder & Herder.
  • Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3),213– 239.
  • Giroux, H. (1988). Teachers as intellectuals. New York: Bergin & Garvey.
  • Giroux, H. A. (1996). Radical pedagogy and prophetic thought: Remembering Paulo Freire. Rethinking Marxism, 9(4), 76– 87.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford : Oxford University Press.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Jorgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
  • Kucuradi, İ. (2013). Human rights: Concepts and problems. Munster: LIT Verlag Munster.
  • McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution. Bern, Switzerland: Peter Lang.
  • Newman, S. (2001). From Bakunin to Lacan: Anti- authoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London: Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1– 43.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3),313– 331.
  • Said, E. (1979). Orientalism. New York : Vintage Books.
  • Skutnabb- Kangas, T. (2000). Linguistic genocide in education— or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Skutnabb- Kangas, T., & Phillipson, R. (2010). The global politics of language: Markets, maintenance, marginalization or murder. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77– 100). Malden, MA and Oxford: Wiley- Blackwell.
  • Turner, B. S. (2006). Vulnerability and human rights. University Park, PA: Penn State Press

Year 2022, Issue: 31, 1515 - 1522, 21.12.2022

Ömer Gökhan Ulum Eser Ordem

https://doi.org/10.29000/rumelide.1222348

Abstract

Keywords

Critical pedagogy critical discourse analysis autoethnography power discourse

References

  • Adams T. E., Jones S. H., & Ellis C. (2015). Autoethnography: Understanding qualitative research. New York, NY: Oxford University Press.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
  • Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
  • Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
  • Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1981). Questions of method: An interview with Michel Foucault, trans. Colin Gordon. Ideology and Consciousness, 8, 3– 14.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Herder & Herder.
  • Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3),213– 239.
  • Giroux, H. (1988). Teachers as intellectuals. New York: Bergin & Garvey.
  • Giroux, H. A. (1996). Radical pedagogy and prophetic thought: Remembering Paulo Freire. Rethinking Marxism, 9(4), 76– 87.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford : Oxford University Press.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Jorgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
  • Kucuradi, İ. (2013). Human rights: Concepts and problems. Munster: LIT Verlag Munster.
  • McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution. Bern, Switzerland: Peter Lang.
  • Newman, S. (2001). From Bakunin to Lacan: Anti- authoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London: Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1– 43.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3),313– 331.
  • Said, E. (1979). Orientalism. New York : Vintage Books.
  • Skutnabb- Kangas, T. (2000). Linguistic genocide in education— or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Skutnabb- Kangas, T., & Phillipson, R. (2010). The global politics of language: Markets, maintenance, marginalization or murder. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77– 100). Malden, MA and Oxford: Wiley- Blackwell.
  • Turner, B. S. (2006). Vulnerability and human rights. University Park, PA: Penn State Press

Year 2022, Issue: 31, 1515 - 1522, 21.12.2022

Ömer Gökhan Ulum Eser Ordem

https://doi.org/10.29000/rumelide.1222348

Abstract

Keywords

Critical pedagogy critical discourse analysis autoethnography power discourse

References

  • Adams T. E., Jones S. H., & Ellis C. (2015). Autoethnography: Understanding qualitative research. New York, NY: Oxford University Press.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
  • Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
  • Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
  • Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1981). Questions of method: An interview with Michel Foucault, trans. Colin Gordon. Ideology and Consciousness, 8, 3– 14.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Herder & Herder.
  • Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3),213– 239.
  • Giroux, H. (1988). Teachers as intellectuals. New York: Bergin & Garvey.
  • Giroux, H. A. (1996). Radical pedagogy and prophetic thought: Remembering Paulo Freire. Rethinking Marxism, 9(4), 76– 87.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford : Oxford University Press.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Jorgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
  • Kucuradi, İ. (2013). Human rights: Concepts and problems. Munster: LIT Verlag Munster.
  • McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution. Bern, Switzerland: Peter Lang.
  • Newman, S. (2001). From Bakunin to Lacan: Anti- authoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London: Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1– 43.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3),313– 331.
  • Said, E. (1979). Orientalism. New York : Vintage Books.
  • Skutnabb- Kangas, T. (2000). Linguistic genocide in education— or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Skutnabb- Kangas, T., & Phillipson, R. (2010). The global politics of language: Markets, maintenance, marginalization or murder. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77– 100). Malden, MA and Oxford: Wiley- Blackwell.
  • Turner, B. S. (2006). Vulnerability and human rights. University Park, PA: Penn State Press

Year 2022, Issue: 31, 1515 - 1522, 21.12.2022

Ömer Gökhan Ulum Eser Ordem

https://doi.org/10.29000/rumelide.1222348

Abstract

Keywords

Critical pedagogy critical discourse analysis autoethnography power discourse

References

  • Adams T. E., Jones S. H., & Ellis C. (2015). Autoethnography: Understanding qualitative research. New York, NY: Oxford University Press.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
  • Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
  • Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
  • Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1981). Questions of method: An interview with Michel Foucault, trans. Colin Gordon. Ideology and Consciousness, 8, 3– 14.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Herder & Herder.
  • Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3),213– 239.
  • Giroux, H. (1988). Teachers as intellectuals. New York: Bergin & Garvey.
  • Giroux, H. A. (1996). Radical pedagogy and prophetic thought: Remembering Paulo Freire. Rethinking Marxism, 9(4), 76– 87.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford : Oxford University Press.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Jorgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
  • Kucuradi, İ. (2013). Human rights: Concepts and problems. Munster: LIT Verlag Munster.
  • McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution. Bern, Switzerland: Peter Lang.
  • Newman, S. (2001). From Bakunin to Lacan: Anti- authoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London: Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1– 43.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3),313– 331.
  • Said, E. (1979). Orientalism. New York : Vintage Books.
  • Skutnabb- Kangas, T. (2000). Linguistic genocide in education— or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Skutnabb- Kangas, T., & Phillipson, R. (2010). The global politics of language: Markets, maintenance, marginalization or murder. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77– 100). Malden, MA and Oxford: Wiley- Blackwell.
  • Turner, B. S. (2006). Vulnerability and human rights. University Park, PA: Penn State Press

Year 2022, Issue: 31, 1515 - 1522, 21.12.2022

Ömer Gökhan Ulum Eser Ordem

https://doi.org/10.29000/rumelide.1222348

Abstract

Keywords

Critical pedagogy critical discourse analysis autoethnography power discourse

References

  • Adams T. E., Jones S. H., & Ellis C. (2015). Autoethnography: Understanding qualitative research. New York, NY: Oxford University Press.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
  • Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
  • Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
  • Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1981). Questions of method: An interview with Michel Foucault, trans. Colin Gordon. Ideology and Consciousness, 8, 3– 14.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Herder & Herder.
  • Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3),213– 239.
  • Giroux, H. (1988). Teachers as intellectuals. New York: Bergin & Garvey.
  • Giroux, H. A. (1996). Radical pedagogy and prophetic thought: Remembering Paulo Freire. Rethinking Marxism, 9(4), 76– 87.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford : Oxford University Press.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Jorgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
  • Kucuradi, İ. (2013). Human rights: Concepts and problems. Munster: LIT Verlag Munster.
  • McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution. Bern, Switzerland: Peter Lang.
  • Newman, S. (2001). From Bakunin to Lacan: Anti- authoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London: Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1– 43.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3),313– 331.
  • Said, E. (1979). Orientalism. New York : Vintage Books.
  • Skutnabb- Kangas, T. (2000). Linguistic genocide in education— or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Skutnabb- Kangas, T., & Phillipson, R. (2010). The global politics of language: Markets, maintenance, marginalization or murder. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77– 100). Malden, MA and Oxford: Wiley- Blackwell.
  • Turner, B. S. (2006). Vulnerability and human rights. University Park, PA: Penn State Press

Year 2022, Issue: 31, 1515 - 1522, 21.12.2022

Ömer Gökhan Ulum Eser Ordem

https://doi.org/10.29000/rumelide.1222348

Abstract

Keywords

Critical pedagogy critical discourse analysis autoethnography power discourse

References

  • Adams T. E., Jones S. H., & Ellis C. (2015). Autoethnography: Understanding qualitative research. New York, NY: Oxford University Press.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
  • Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
  • Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
  • Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
  • Foucault, M. (1981). Questions of method: An interview with Michel Foucault, trans. Colin Gordon. Ideology and Consciousness, 8, 3– 14.
  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Herder & Herder.
  • Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3),213– 239.
  • Giroux, H. (1988). Teachers as intellectuals. New York: Bergin & Garvey.
  • Giroux, H. A. (1996). Radical pedagogy and prophetic thought: Remembering Paulo Freire. Rethinking Marxism, 9(4), 76– 87.
  • Harvey, D. (2007). A brief history of neoliberalism. Oxford : Oxford University Press.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Jorgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
  • Kucuradi, İ. (2013). Human rights: Concepts and problems. Munster: LIT Verlag Munster.
  • McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution. Bern, Switzerland: Peter Lang.
  • Newman, S. (2001). From Bakunin to Lacan: Anti- authoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
  • Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
  • Pennycook, A. (2017). The cultural politics of English as an international language. London: Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1– 43.
  • Phillipson, R. (2017). Myths and realities of global English. Language Policy, 16(3),313– 331.
  • Said, E. (1979). Orientalism. New York : Vintage Books.
  • Skutnabb- Kangas, T. (2000). Linguistic genocide in education— or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Skutnabb- Kangas, T., & Phillipson, R. (2010). The global politics of language: Markets, maintenance, marginalization or murder. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77– 100). Malden, MA and Oxford: Wiley- Blackwell.
  • Turner, B. S. (2006). Vulnerability and human rights. University Park, PA: Penn State Press
There are 24 citations in total.

Details

Primary Language English
Subjects Linguistics, Studies on Education
Journal Section World languages, cultures and litertures
Authors

Ömer Gökhan Ulum This is me 0000-0001-7685-6356

Eser Ordem This is me 0000-0001-9529-4045

Publication Date December 21, 2022
Published in Issue Year 2022 Issue: 31

Cite

APA Ulum, Ö. G., & Ordem, E. (2022). Deconstructing ELT ideology and normalized discourses through critical discourse analysis: Collaborative autoethnography. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(31), 1515-1522. https://doi.org/10.29000/rumelide.1222348
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