Title of Article: Between Conformity and Critique. Developing 'Activism' and Active Citizenship: Dangerous Pedagogies (original) (raw)

Abstract

The authors discuss the concept of active/engaged citizenship from both Brazilian and Canadian perspectives and relate their discussion specifically to Language Teacher Education (LTE). The text, thus, centers on research, practices and theories on the issue, considering the socio-political histories of education and language teaching through which the development of such modes of citizenship reveal their relevance in the respective countries. Believing that 'engaged citizenship' can greatly contribute to programs that seek to foster critical literacies, the authors examine the potential for citizenship practices to promote social participation and 'critical making' in second/foreign language settings. As the authors argue, active citizenship work is always potentially " dangerous " (cf. Foucault)—a contradictory and delicate balance between conformity and critique when actualized in classroom settings. Specific examples from the classroom will be discussed and related to theory. Conformity is potentially realized when citizenship practices celebrate neoliberal approaches to volunteerism and self-reliance. Critique potentially arises when critical awareness of the state's complicity in neoliberal values are integrated in teachers' practices. In the former case, students are encouraged to affirm a reduced role for the state by valorizing volunteerism and self-reliance, while in the latter, they develop critical awareness of the state's complicity in beliefs that affirm neoliberal values of self-reliance and reduced state responsibilities.

Key takeaways

AI

1. The text explores active citizenship in Language Teacher Education from Brazilian and Canadian perspectives.
2. Engaged citizenship is framed as a balance between conformity to neoliberal values and critical awareness of socio-political issues.
3. The authors argue that citizenship practices can promote critical literacies and social participation in language settings.
4. Research identifies teachers' skepticism about 'active citizenship' due to historical and institutional constraints in Brazil.
5. The 'Get Involved' project exemplifies pedagogical approaches that foster critical engagement in ESL/EAP contexts.

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FAQs

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What distinguishes active citizenship from traditional citizenship in theory and practice?add

The research highlights that active citizenship includes mechanisms for action and engagement, differentiating it from traditional citizenship, which often focuses primarily on rights and responsibilities. This distinction is essential in addressing systemic inequities historically embedded in Brazilian and Canadian societies.

How do Brazilian teachers perceive the current 'active citizenship' initiatives in education?add

Teachers show mixed feelings towards active citizenship initiatives, often expressing skepticism and concerns about their ability to implement them effectively. Reservations include beliefs that existing citizenship models in education require no change and doubts about the ideological motives underlying these initiatives.

What challenges do educators face in developing critical citizenship literacies?add

Educators grapple with institutional constraints and personal unease regarding the philosophical underpinnings of critical citizenship education. The integration of critical citizenship into language teaching becomes precarious, balancing the need for conformity in educational standards with the push for critical engagement.

How does the 'Get Involved' project integrate language learning and active citizenship?add

The 'Get Involved' project facilitates active citizenship through student research presentations on NGOs, promoting critical examination of social issues while developing academic language skills. Students engage in critical inquiry activities that enhance their understanding of local and global citizenship.

What role does neoliberalism play in shaping citizenship education practices?add

Neoliberalism shapes citizenship education by promoting individualism and self-reliance, often diluting critical engagement with social issues. Such influences lead to an educational focus that can inadvertently support existing socio-economic hierarchies under the guise of fostering volunteerism and community service.