Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia

Abstract

In addressing the 21st century neocolonial research condition, in this article the au- thors firstly discuss how academia in general, and elt in particular, may configure as oppressive colonizing sites. Secondly, they introduce their own experience as pre- service and in-service educators who took part in pedagogy of possibilities (pop) at a university in Tunja, Colombia. Indigenous principles like interconnectedness and relationality and Chicanx/Latinx concepts, such as bodymindspirit, path of cono- cimiento, and spiritual activism were foundational to these educators’ pop. To them, pedagogy was a political act to resist the disembodied/disengaged/dispassionate nature of teaching/researching/being in academia and beyond. This four-year crit- ical-community autoethnography, uses testimonies, journals, and artistic creations as knowledge-gathering methods to analyze how decolonizing teaching-research practices informed the re-signification of these educators’ personal and professional identities. Theoretical coding revealed that pop permitted participants to engage in decolonial practices of self-recognition, re-construction, empowerment, growth, and healing. The analysis also revealed that decolonizing the self leads to the adoption of a positionality where values such as care and respect for one’s self and communities are paramount to move forward social-justice-critical-decolonial agendas. The results suggest the need to re-signify elt pedagogical and educational practices beyond neo- liberal agendas which propose rankings, individualism, and competition.

Keywords

• decoloniality
• critical community autoethnography
• pedagogy of possibilities
• English language teaching
• lived experiences
• teacher education