Una aproximación crítica a la educación intercultural y el aprendizaje y enseñanza
Апстракт
In line with the understanding of the role of critical pedagogy in intercultural language education, in this paper we focus on critical discourse and sociolinguistic analysis of contemporary textbooks of Spanish as a Foreign Language (SFL). We search for neoliberal gender ideologies in educational discourses targeting international audience of students of SFL. Even though new textbooks are said to promote the “feminization” of educational contexts (Gray 2010), we interpret them as sources of latent hegemonic influences favoring highly regulated and standardized neoliberal capitalist worldviews toward gender. Based on previous research of textbooks of SFL (Bori 2018; Kuzmanović Jovanović 2016), we herein present results of an instrumental qualitative case study (emancipatory focus group research) taking a critical stand toward neoliberal gender ideologies among predominantly female university students of Spanish at the Faculty of Philology, University of Belgrade who are exposed to the ...above outlined teaching and learning materials. Our objective is to create a new educational space in our SFL classrooms in which contextualized knowledge construction takes place leading to the maturation of SFL users and teachers, who are “ca-pable of changing their reality in ways related to formal and informal educational settings” (Filipović 2015: 105).
Кључне речи:
Neoliberalism / Intercultural language education / Gender ideologies / E/LE / Contextualized knowledge constructionИзвор:
Porta Linguarum, 2020, 2020, 34, 55-74Издавач:
- Universidad de Granada
Институција/група
Filološki fakultet / Faculty of PhilologyTY - JOUR AU - Filipović, Jelena AU - Kuzmanović Jovanović, Ana PY - 2020 UR - https://repff.fil.bg.ac.rs/handle/123456789/1366 AB - In line with the understanding of the role of critical pedagogy in intercultural language education, in this paper we focus on critical discourse and sociolinguistic analysis of contemporary textbooks of Spanish as a Foreign Language (SFL). We search for neoliberal gender ideologies in educational discourses targeting international audience of students of SFL. Even though new textbooks are said to promote the “feminization” of educational contexts (Gray 2010), we interpret them as sources of latent hegemonic influences favoring highly regulated and standardized neoliberal capitalist worldviews toward gender. Based on previous research of textbooks of SFL (Bori 2018; Kuzmanović Jovanović 2016), we herein present results of an instrumental qualitative case study (emancipatory focus group research) taking a critical stand toward neoliberal gender ideologies among predominantly female university students of Spanish at the Faculty of Philology, University of Belgrade who are exposed to the above outlined teaching and learning materials. Our objective is to create a new educational space in our SFL classrooms in which contextualized knowledge construction takes place leading to the maturation of SFL users and teachers, who are “ca-pable of changing their reality in ways related to formal and informal educational settings” (Filipović 2015: 105). PB - Universidad de Granada T2 - Porta Linguarum T1 - Una aproximación crítica a la educación intercultural y el aprendizaje y enseñanza EP - 74 IS - 34 SP - 55 VL - 2020 DO - 10.30827/portalin.v0i34.16733 UR - conv_2020 ER -
@article{ author = "Filipović, Jelena and Kuzmanović Jovanović, Ana", year = "2020", abstract = "In line with the understanding of the role of critical pedagogy in intercultural language education, in this paper we focus on critical discourse and sociolinguistic analysis of contemporary textbooks of Spanish as a Foreign Language (SFL). We search for neoliberal gender ideologies in educational discourses targeting international audience of students of SFL. Even though new textbooks are said to promote the “feminization” of educational contexts (Gray 2010), we interpret them as sources of latent hegemonic influences favoring highly regulated and standardized neoliberal capitalist worldviews toward gender. Based on previous research of textbooks of SFL (Bori 2018; Kuzmanović Jovanović 2016), we herein present results of an instrumental qualitative case study (emancipatory focus group research) taking a critical stand toward neoliberal gender ideologies among predominantly female university students of Spanish at the Faculty of Philology, University of Belgrade who are exposed to the above outlined teaching and learning materials. Our objective is to create a new educational space in our SFL classrooms in which contextualized knowledge construction takes place leading to the maturation of SFL users and teachers, who are “ca-pable of changing their reality in ways related to formal and informal educational settings” (Filipović 2015: 105).", publisher = "Universidad de Granada", journal = "Porta Linguarum", title = "Una aproximación crítica a la educación intercultural y el aprendizaje y enseñanza", pages = "74-55", number = "34", volume = "2020", doi = "10.30827/portalin.v0i34.16733", url = "conv_2020" }
Filipović, J.,& Kuzmanović Jovanović, A.. (2020). Una aproximación crítica a la educación intercultural y el aprendizaje y enseñanza. in Porta Linguarum Universidad de Granada., 2020(34), 55-74. https://doi.org/10.30827/portalin.v0i34.16733 conv_2020
Filipović J, Kuzmanović Jovanović A. Una aproximación crítica a la educación intercultural y el aprendizaje y enseñanza. in Porta Linguarum. 2020;2020(34):55-74. doi:10.30827/portalin.v0i34.16733 conv_2020 .
Filipović, Jelena, Kuzmanović Jovanović, Ana, "Una aproximación crítica a la educación intercultural y el aprendizaje y enseñanza" in Porta Linguarum, 2020, no. 34 (2020):55-74, https://doi.org/10.30827/portalin.v0i34.16733 ., conv_2020 .