Indigenizing English Language Teaching Through Land-Based Education: Voices From the Global South

• In Event: Interdisciplinary Provocations: Knowledge Production and Counter-Discourses

Abstract

Coloniality in language and education policies has historically influenced Indigenous students’ education (McCarty & Coronel-Molina, 2017). This holds true in Colombia where ethno-education policies purport to sustain Indigenous students’ languages and epistemologies, while education is mainly tailored to privilege colonial schooling practices and language ideologies. While researchers have explored the impact of these seemingly contradicting policies (Guerrero, 2018), less is known about the possibilities that open in the resistance to this coloniality when English teaching is approached through Indigenous perspectives, that is, when ELT is Indigenized. Designed as a Community-Based Design Research CBDR (Bang et al., 2015) this study explored the possibilities school-community collaborations centered on Land-based education afford to ELT to attain an ecology of knowledges and languages.

Author

• Claudia Patricia Gutiérrez, University of Washington