Re/humanizing Language Teacher Education: A Muralization Project

Andrés Valencia

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Chapter 16 Re/humanizing Language Teacher Education

A Muralization Project

In: Re/humanizing Education

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Andrés Valencia

Andrés Valencia
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Type:: Chapter

Pages:: 174–185

DOI:: https://doi.org/10.1163/9789004507593_016

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Abstract

In an increasingly global(ized) world, it is worth asking whose knowledge, language(s), culture(s), and subjectivities are promoted as academic, desirable, or progressive? And whose are backgrounded and to what ends? Thus, re/humanizing language teacher education involves complex pedagogical-political processes short-circuiting the networks of (re)production of white/heteropatriarchal/phallogocentric, Western subjectivities/rationalities as the only valid form of being human in the university. It entails a twofold oppositional move. First, is to lift educational experiences from a curricular (individual) to a pedagogical (collective) perspective (Gaztambide-Fernández, 2012). This comprises interrogating/problematizing our everyday cultural production practices (i.e., the hegemonic views of LTE in Colombia/LATAM). Second, is to heal the ontological wound (Haraway, 2011) that decentres students and teachers from caring, aesthetic (Uhrmacher, 2015), loving (Sandoval, 2000) educational experiences. Drawing from decolonial feminist thought, a muralization project with pre-service student teachers of the Foreign Languages Program at Universidad del Valle is showcased to illustrate this approach to LTE.

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Re/humanizing Education

Series: Bold Visions in Educational Research, Volume: 74

E-Book ISBN:: 9789004507593

Publisher:: Brill

Print Publication Date:: 14 Dec 2021

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- Education

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Chapter 16 Re/humanizing Language Teacher Education

A Muralization Project

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Re/humanizing Education

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