Open AccessThe decolonial option: implications for the curriculum of foreign language teacher education programs
Author(s) -
Alexánder Ramírez Espinosa
Publication year - 2021
Publication title -
boletín redipe
Language(s) - English
Resource type - Journals
ISSN - 2256-1536
DOI - 10.36260/rbr.v10i12.1572
Subject(s) - curriculum , scrutiny , argumentative , pedagogy , perspective (graphical) , foreign language , sociology , coursework , reflection (computer programming) , mathematics education , political science , psychology , law , computer science , artificial intelligence , programming language
This reflection article derives from the discussions and argumentative sessions that took place at the heart of a doctoral seminar on Decolonial Theories. With this paper, the author intends a twofold purpose: on the one hand, to present his perceptions about the literature analyzed and discussed along the seminar, and on the other, to shed light on how such literature can have a positive impact on the curricula of Foreign Language Teacher Education Programs. The ideas that the author puts forward are the product of discussions with colleagues and teachers; in that sense, the arguments presented here are open to further scrutiny and academic dialogue with other scholars. It is hoped that this article contributes to the current discussions on the construction of curricula, the teaching of foreign languages from an emancipatory perspective, and the search for social justice in education.