Abstract

This research analyses coursebooks designed for teaching English as a Foreign Language since they are one of the main gateways through which ideological domination is conducted (CANAGARAJAH, 1999). It also identifies discourses of coloniality of power, knowledge (QUIJANO, 2000) and being (MIGNOLO, 2018) in their content and images with a view to encouraging reflection upon these discourses towards a more critical teaching practice. Through a qualitative analysis and a documentary method of interpretation, this research is intended for English teachers and undergraduates who may be interested in a decolonial approach in their practices.

Presenters

Cristiane Veloso
Student, Master's in Applied Linguistics, Universidade Federal de Minas Gerais, Minas Gerais, Brazil

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Learner Diversity and Identities

KEYWORDS

ENGLISH TEACHING,DECOLONIALITY,CRITICAL LITERACY,COURSEBOOKS,SOCIAL JUSTICE

Digital Media

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