Ethical dilemmas in language classrooms: questioning otherwise

• Autor(a) principal: Egido, Alex Alves
• Data de Publicação: 2022
• Outros Autores: Brossi, Giuliana
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44905
• topic: Language Education. Decoloniality. Levinasian ethics.; Educación lingüística. Decolonialidad. Ética levinasiana.; Educação Linguística. Decolonialidade. Ética levinasiana.

Language teacher educators realize that novice language teachers graduate with unanswered questions, whose possible responses might appear as they experience the profession daily, as other questions will also be elaborated and others never fully answered; in this sense, Arthur, the character to whom the authors talk, is a personification of every language teacher. By recognising that the classroom setting is not a matter of black-and-white solvable dilemmas, but a grayscale palette, the authors draw on decolonial perspectives (MIGNOLO, 2007, 2009, 2018; PESSOA; BORELLI; SILVESTRE, 2018; ROSA-DA-SILVA, 2021; WALSH, 2017, 2018, 2021) and on the Levinasian ethics (LARGE, 2015; LÉVINAS, 2010, 2020; TODD, 2003, 2015) to analyze three language teachers’ responses to two classroom-based ethical dilemmas, which is a shortened version of a larger study (EGIDO, 2020b). As the analysis is carried out, questions are posed to Arthur and the reader. Although turning our classrooms into safe spaces where students can share the struggles they are going through is not a simple task, it is a necessary one.