Decolonizing English Language teacher education: The role of Testimonios in navigating Social Justice in English Language Teacher Education in the Global South.

• In Event: AERA Roundtable Session Thursday 7:45 am
  In Roundtable Session: Language, Decoloniality And Social Justice

Abstract

The study explores the use of Testimonios, rooted in Latin American oral traditions, as a methodological tool to examine how Chilean teacher educators engage with issues of social justice in Initial English Language Teacher Education programs. Through testimonial interviews, this study aims to reveal personal and collective narratives, shedding light on how teacher educators navigate privilege, marginalization, and social justice in their teaching practices. Following a decolonial framework, the study emphasizes pluriversality and border-thinking, challenging dominant epistemologies and offering a reflective space for teacher educators to critically examine their positionalities. This research contributes to the growing body of social justice in teacher education, offering insights into transformative pedagogical practices and the decolonization of English language education in the Global South.

Author

• Macarena Durán, Pontificia Universidad Catolica de Chile