Education Policies, Foreign Language and (Mobile) Technology in the field of Critical Applied Linguistics 1 Cláudia Hilsdorf Rocha – Unicamp
Critical and alternative directions embrace the notion of (local) practice and distrust the grand gestures of imperialism, language rights and globalization Pennycook (2010) Critical Applied Linguistics & Policies 2 ICCAL 2015 - Cláudia Hilsdorf Rocha
Pennycook (2010) From a Critical Applied Linguistics perspective we can orient towards a form of politics that is grounded in local language (and educational) activities and that allows us to develop more sophisticated, open, discontinued, situated geographies of linguistics happenings and, therefore, also policies Critical Applied Linguistics & Policies 3 ICCAL 2015 - Cláudia Hilsdorf Rocha
Globalization is disform (Capella, 2000) It is complex and not uniform or universally imposed by a colonial power upon the colonized, but rather is something that affects people and nations (as far as language, education and policies are concerned, as well) in varied and different ways Globalization & Rizvi (2000), p. 222 Critical Education 4 ICCAL 2015 - Cláudia Hilsdorf Rocha
The framework of judgments concerning the impacts of globalization needs to be not simply matters of whether globalization is really happening or not, but of globalization in what respects and on whose terms Burbules e Torres (2000, p. 17) 5 ICCAL 2015 - Cláudia Hilsdorf Rocha
From a more neoliberal standpoint, globalization affects educational policies, practices and institutions by imposing market approaches and rational management and by favoring meritocracy, consumerism, uniformity and homogenization Burbules e Torres (2000) 6 ICCAL 2015 - Cláudia Hilsdorf Rocha
From a critical and postcolonial perspective towards language and . education (Andreotti & Menezes de Souza, 2012), within the globalized and digital society, it is important to distrust technology (Selwyn, 2014), as well as every kind of authoritarian discourse, in favor of epistemic breaks (Kumaravadivelu, 2012). 7 ICCAL 2015 - Cláudia Hilsdorf Rocha
Adams (2014: 25) Policy is about intentions and effect, it is action-oriented and is a system of organized decision making. Values (and power) play an important part in the definition and enactment of policy. Policy is then guided by value or ideological systems Policy as Ideology 8 ICCAL 2015 - Cláudia Hilsdorf Rocha
Hélot & Laoire (2011 ) Today, language policy is being reconceptualized as a complexity of human interactions, negotiations and productions mediated by interrelationships in sites of competing ideologies, discourses and powers. 9 Policy as Ideology ICCAL 2015 - Cláudia Hilsdorf Rocha
Hélot & Laoire (2011 ) More recent approaches to language (and educational) policy conceptualize it as a process in which a variety of social actors struggle to achieve authoritative contextualization (Silverstein & Urban, 1996): they actively engage in planning, interpretation, modification and/or (selective) implementation of policy, in accordance with existing institutional practices, external pressures and individual differences Policy as Ideology 10 ICCAL 2015 - Cláudia Hilsdorf Rocha
Hornberger (2006) At the heart of post-structuralist and more post-modern approaches to language policy, one finds three crucial concepts, which help to advance our understanding, that is, agency, ideology and ecology Language Policy as Local Practice : Communities of Dissent 11 ICCAL 2015 - Cláudia Hilsdorf Rocha
Medina (2006) Agency is thought as discursive by nature (Medina, 2006) and, therefore, cannot be owned , but enacted within social relations (of power) Language Policy as Local Practice : Communities of Dissent 12 ICCAL 2015 - Cláudia Hilsdorf Rocha
Language and educational policies are created and lived locally within communities of dissent (Barnett, 2004, p. 64), which reveal aporetic, heteroglossic spaces (Blackledge et al 2014), that is, critical, creative and dynamic spaces of crises or dissent, from which epistemic breaks (Kumaravadivelu, 2012) and transformation can occur From language education policy to a Pedagogy of the Possible (Localities) 13 Hélot & Laoire (2011) ICCAL 2015 - Cláudia Hilsdorf Rocha
Quoting Canagarajah (2005, p. 418), Severo (2013, p. 469), emphasizes the: Importance of the interrelationship between language policies and public bodies, on the one hand, and local reality of ordinary people involved, on the other, so that the agency of subalternized communities can be validated and that policies can be negotiated in a critical and creative way. Such interrelationship and negotiation should allow for more local and horizontally based actions to take place, so that there could be breaks with authoritarian policies, which either swipe or 14 romanticize linguistic and educational rights ICCAL 2015 - Cláudia Hilsdorf Rocha
Hélot & Laoire (2011 ) Education policy as an academic area of study has found its niche in the last 30 or so years. Because education seeks to better the education of individuals and groups in society and because it desires to effect social change, it is a subject of social policy and it is therefore an ideological site of struggle 15 ICCAL 2015 - Cláudia Hilsdorf Rocha
Hélot & Laoire (2011 ) There is still a lingering tendency in most language classrooms to approach the teaching and learning of languages as if monolingualism were the norm, overlooking diversity (whether linguistic, cultural, ethnic or social) Monolingualism 16 ICCAL 2015 - Cláudia Hilsdorf Rocha
Ricento (2006) Language policies as they emerged in post-colonial (sociolinguistic) situations have best served the interests of the former language of colonization rather than the languages and rights of minorities. Monolingualism 17 ICCAL 2015 - Cláudia Hilsdorf Rocha
Garcia (2009) Even when education systems are said to be multilingual, most (linguistic and educational) models are still characterized as monoglossic and intended only for the elite and dominant languages Monolingualism 18 ICCAL 2015 - Cláudia Hilsdorf Rocha
Selwyn (2013) Educational technology policy can be seen as a formalization of state intent to guide the implementation of digital technologies throughout national education systems The integration of digital technology into education systems has been a growing feature of state education policymaking over the past three decades Nowadays educational technology can be said to be a major policy concern across all nations, regardless of a country ’ s global prominence or relative economic wealth Educational Technology Policy 19 ICCAL 2015 - Cláudia Hilsdorf Rocha
Policies exist in context: they have a prior history, linked to earlier policies, particular individuals and agencies Rizvi and Lingard (2010: 15) Educational technology policies need to be considered from a more historical and critical standpoint Selwyn (2013: 65) We need to consider and reflect critically upon the commodification of educational technology and its consequences for the way in which power is distributed through the material conditions of individual nations and people 20 Mansell (2004: 102) ICCAL 2015 - Cláudia Hilsdorf Rocha
Selwyn (2013) - Zhao et al (2006) During the 1980 ’ s and 1990 ’ s policies revolved largely around provisions of computers in classroom and the development of computer literacies among teachers and students, targeting at a limited set of measurable outcomes Brazilian Proinfo Integrado Main goal: promote the use of technology within public schools Such policies reveal the unchecked fear of missing the fast ICT train to global prominence and have resulted in a (blind) global chase after e-learning and a limited focus on market rationale Commodification 21 ICCAL 2015 - Cláudia Hilsdorf Rocha
Selwyn (2013) - Zhao et al (2006) Nowadays infusing national education systems with digital technology still follow an essentially deterministic expectation of technological change leading to substantial educational improvement Educational technology policymaking tends to be linked to the idea of economic success in the globalized knowledge economy It could then be described as a techno-centric, utopian and economic-driven 22 ICCAL 2015 - Cláudia Hilsdorf Rocha
Selwyn (2013, p. 82) Technology-based education is presented by national governments as a generic solution to common policy problems arising from the knowledge economy, information age and other recent global shifts It is tempting to see policy expressions of educational technology as forming a global hyper- narrative (Stronach, 2010), that is, a shared discursive means that nation states turn to in an attempt to normalize the economic and societal changes associated with globalization 23 GENERALIZATION – NORMATIZATION- HOMOGENEITY ICCAL 2015 - Cláudia Hilsdorf Rocha
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