Enfoque decolonial al currículo intercultural bilingüe: de la teoría a la práctica
This reflection article is intended to reflect upon the benefits of a decolonial intercultural approach to the EFL curriculum. As interculturality is opposed to multiculturality, a distinction between these two frames is pivotal to cast light upon linguistic colonialism practices and other forms of...
- Autores:
-
Soto Molina, Jairo
Méndez Rivera, Pilar Esther
- Tipo de recurso:
- Fecha de publicación:
- 2022
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Universidad Santo Tomás
- Idioma:
- eng
- OAI Identifier:
- oai:repository.usta.edu.co:11634/45097
- Acceso en línea:
- https://revistas.usantotomas.edu.co/index.php/riiep/article/view/6352
http://hdl.handle.net/11634/45097
- Palabra clave:
- Rights
- License
- Derechos de autor 2022 Revista Interamericana de Investigación Educación y Pedagogía RIIEP
| Summary: | This reflection article is intended to reflect upon the benefits of a decolonial intercultural approach to the EFL curriculum. As interculturality is opposed to multiculturality, a distinction between these two frames is pivotal to cast light upon linguistic colonialism practices and other forms of power-knowledge colonial matrix in some curriculum designs. Interculturality suggests interaction, respect, and recognition among cultures, while multiculturality involves the co-presence of several separated cultures, competing to hegemonize or control other cultures. Although, the former has much more acceptance, the decolonial critique to interculturality might offer a problematization of a widely restrictive view of mainstream interculturality. With awareness of these counterforces, this article discusses how interculturality can be used to decolonize the only English curriculum to give other senses to the bilingual curriculum. |
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