Emancipatory and critical language education: A plea for translingual possible selves and worlds

Detalhes bibliográficos
Autor(a) principal: Formosinho, Maria das Dores
Data de Publicação: 2019
Outros Autores: Jesus, Paulo Renato, Reis, Carlos
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/11328/2899
Resumo: Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual to a multilingual paradigm. We maintain that multilingual approaches tend to serve the neoliberal framework and reproduce its systemic inequalities. Therefore, we argue in favour of emancipatory multilingual practices that could embody a translingual pedagogy capable of promoting the development of capabilities, the recognition of otherness, and the cultivation of diversity. Rooted in critical theory, namely in Foucault’s notion of subjectification and Freire’s view of conscientisation, an emancipatory translingual pedagogy would enable and empower every learner to synthesise a contextually creative field of new semantic and pragmatic relationships. Critical language education would enhance the ethos of biophilia that fosters what we term the poetics of communality and selfhood, that is to say, the proactive commitment to expanding symbolic and existential novelty
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spelling Emancipatory and critical language education: A plea for translingual possible selves and worldsCapabilities approachEmancipationFoucaultFreirePhilosophy of educationMultilingualismGlobalisationLanguage educationTranslingualismUtopLanguage is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual to a multilingual paradigm. We maintain that multilingual approaches tend to serve the neoliberal framework and reproduce its systemic inequalities. Therefore, we argue in favour of emancipatory multilingual practices that could embody a translingual pedagogy capable of promoting the development of capabilities, the recognition of otherness, and the cultivation of diversity. Rooted in critical theory, namely in Foucault’s notion of subjectification and Freire’s view of conscientisation, an emancipatory translingual pedagogy would enable and empower every learner to synthesise a contextually creative field of new semantic and pragmatic relationships. Critical language education would enhance the ethos of biophilia that fosters what we term the poetics of communality and selfhood, that is to say, the proactive commitment to expanding symbolic and existential novelty2019-09-13T14:54:49Z2019-01-01T00:00:00Z2019info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11328/2899eng1750-849510.1080/17508487.2016.1237983Formosinho, Maria das DoresJesus, Paulo RenatoReis, Carlosinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-06-15T02:10:49ZPortal AgregadorONG
dc.title.none.fl_str_mv Emancipatory and critical language education: A plea for translingual possible selves and worlds
title Emancipatory and critical language education: A plea for translingual possible selves and worlds
spellingShingle Emancipatory and critical language education: A plea for translingual possible selves and worlds
Formosinho, Maria das Dores
Capabilities approach
Emancipation
Foucault
Freire
Philosophy of education
Multilingualism
Globalisation
Language education
Translingualism
Utop
title_short Emancipatory and critical language education: A plea for translingual possible selves and worlds
title_full Emancipatory and critical language education: A plea for translingual possible selves and worlds
title_fullStr Emancipatory and critical language education: A plea for translingual possible selves and worlds
title_full_unstemmed Emancipatory and critical language education: A plea for translingual possible selves and worlds
title_sort Emancipatory and critical language education: A plea for translingual possible selves and worlds
author Formosinho, Maria das Dores
author_facet Formosinho, Maria das Dores
Jesus, Paulo Renato
Reis, Carlos
author_role author
author2 Jesus, Paulo Renato
Reis, Carlos
author2_role author
author
dc.contributor.author.fl_str_mv Formosinho, Maria das Dores
Jesus, Paulo Renato
Reis, Carlos
dc.subject.por.fl_str_mv Capabilities approach
Emancipation
Foucault
Freire
Philosophy of education
Multilingualism
Globalisation
Language education
Translingualism
Utop
topic Capabilities approach
Emancipation
Foucault
Freire
Philosophy of education
Multilingualism
Globalisation
Language education
Translingualism
Utop
description Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual to a multilingual paradigm. We maintain that multilingual approaches tend to serve the neoliberal framework and reproduce its systemic inequalities. Therefore, we argue in favour of emancipatory multilingual practices that could embody a translingual pedagogy capable of promoting the development of capabilities, the recognition of otherness, and the cultivation of diversity. Rooted in critical theory, namely in Foucault’s notion of subjectification and Freire’s view of conscientisation, an emancipatory translingual pedagogy would enable and empower every learner to synthesise a contextually creative field of new semantic and pragmatic relationships. Critical language education would enhance the ethos of biophilia that fosters what we term the poetics of communality and selfhood, that is to say, the proactive commitment to expanding symbolic and existential novelty
publishDate 2019
dc.date.none.fl_str_mv 2019-09-13T14:54:49Z
2019-01-01T00:00:00Z
2019
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/11328/2899
url http://hdl.handle.net/11328/2899
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dc.relation.none.fl_str_mv 1750-8495
10.1080/17508487.2016.1237983
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dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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