A modest critical pedagogy for English as a foreign language education

Journal article


Kim, Mykong and Pollard, Vikki. (2017). A modest critical pedagogy for English as a foreign language education. Education as Change. 21(1), pp. 50-72. https://doi.org/10.17159/1947-9417/2017/492
AuthorsKim, Mykong and Pollard, Vikki
Abstract

This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a "modest critical pedagogy" (Tinning 2002). Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1) makes the paradigm itself an explicit part of the curriculum, 2) redefines the emancipatory aspect of critical pedagogy to focus on "what we expect students to do and what we as educators do" (Gore 1993, 154) and, 3) re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983) to suggest a critical pedagogy that asks students and educators to examine previous experiences of education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of the effects of critical pedagogy re-defines its emancipatory potential.

Keywordscritical pedagogy; English as a Foreign Language; resistance; South Korea
Year01 Jan 2017
JournalEducation as Change
Journal citation21 (1), pp. 50-72
PublisherRoutledge
ISSN1682-3206
Digital Object Identifier (DOI)https://doi.org/10.17159/1947-9417/2017/492
Web address (URL)https://unisapressjournals.co.za/index.php/EAC/article/view/492
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range50-72
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online19 Jul 2017
Publication process dates
Accepted25 Sep 2016
Deposited12 Apr 2024
Additional information

Published by the University of Johannesburg and Unisa Press. This is an Open Access article distributed under the terms of
the Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/)

Copyright remains with the author(s) of the article(s).

All articles published in EAC can be re-used under the following licence: CC BY SA
Creative Commons Attribution-ShareAlike 4.0 International License.

Place of publicationSouth Africa
Permalink -

https://acuresearchbank.acu.edu.au/item/90634/a-modest-critical-pedagogy-for-english-as-a-foreign-language-education

Download files


Publisher's version
OA_Pollard_2017_A_modest_critical_pedagogy_for_English.pdf
License: CC BY-SA 4.0
File access level: Open

  • 15
    total views
  • 5
    total downloads
  • 4
    views this month
  • 2
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Pedagogies of belonging in an anxious world : A collaborative autoethnography of four practitioners
Press, Nona, Andrew, Martin, Percy, Alisa and Pollard, Vikki. (2022). Pedagogies of belonging in an anxious world : A collaborative autoethnography of four practitioners. Journal of University Teaching and Learning Practice. 19(4), pp. 1-11.
Micro-credentials : A postdigital counternarrative
Pollard, Vikki and Vincent, Andrew. (2022). Micro-credentials : A postdigital counternarrative. Postdigital Science and Education. 4(3), pp. 843-859. https://doi.org/10.1007/s42438-022-00311-6
Reframing theory of, and for, practice in higher education
Percy, Alisa, Press, Nona, Andrew, Martin and Pollard, Vikki. (2021). Reframing theory of, and for, practice in higher education. Journal of University Teaching and Learning Practice. 18(4), pp. 1-4. https://doi.org/10.53761/1.18.4.1
STEM academic teachers’ experiences of undertaking authentic assessment-led reform : a mixed method approach
Hains-Wesson, Rachael, Pollard, Vikki, Kaider, Friederika and Karen, Young. (2020). STEM academic teachers’ experiences of undertaking authentic assessment-led reform : a mixed method approach. Studies in Higher Education. 45(9), pp. 1797-1808. https://doi.org/10.1080/03075079.2019.1593350
Creative teaching in STEM
Pollard, Vikki, Hains-Wesson, Rachael and Young, Karen. (2018). Creative teaching in STEM. Teaching in Higher Education. 23(2), pp. 178-193. https://doi.org/10.1080/13562517.2017.1379487
Developing critical questions from faculty tensions : An approach to collegiality in course teams
Savage, Julia and Pollard, Vikki. (2018). Developing critical questions from faculty tensions : An approach to collegiality in course teams. Issues in Educational Research. 28(2), pp. 470-486.
A three-stage process of improvisation for teamwork : Action research
Hains-Wesson, Rachael, Pollard, Vikki and Campbell, Angela. (2017). A three-stage process of improvisation for teamwork : Action research. Issues in Educational Research. 27(1), pp. 82-98.
Trouble in the mall again : Naming as Social Drama in Multicultural Melbourne
Pollard, Vikki and Tsolidis, Georgina. (2016). Trouble in the mall again : Naming as Social Drama in Multicultural Melbourne. In In Tsolidis, Georgina (Ed.). Migration, Diaspora and Identity: Cross-National Experiences pp. 109-121 Springer International Publishing. https://doi.org/10.1007/978-94-007-7211-3_7
Taking the long road : A faculty model for incremental change towards standards-based support for sessional teachers in higher education
Savage, Julia and Pollard, Vikki. (2016). Taking the long road : A faculty model for incremental change towards standards-based support for sessional teachers in higher education. Journal of University Teaching and Learning Practice. 13(5), pp. 1-20. https://doi.org/10.53761/1.13.5.3
Learning-to-be in two vocationally-oriented higher education degrees
Pollard, Vikki, Vincent, Andrew and Wilson, Emily. (2015). Learning-to-be in two vocationally-oriented higher education degrees. On the Horizon. 23(1), pp. 7-15.
Engaging academics in collegial online professional development during a course renewal process : Intent and reflection
Savage, Julia and Pollard, Vikki. (2014). Engaging academics in collegial online professional development during a course renewal process : Intent and reflection. 2014 Higher Education Research and Development Society of Australasia Conference : Higher Education in a Globalized World . Hong Kong 07 - 10 Jul 2014 Australia: Higher Education Research and Development Society of Australasia. pp. 274
An ontological turn in critical thinking in higher education
Pollard, Vikki. (2014). An ontological turn in critical thinking in higher education. 2014 Higher Education Research and Development Society of Australasia. Hong Kong 07 - 10 Jul 2014 Hong Kong (Sar Of China): Higher Education Research and Development Society of Australasia. pp. 266-273
The entrepreneurial mindset in creative and performing arts higher education in Australia
Pollard, Vikki and Wilson, Emily. (2014). The entrepreneurial mindset in creative and performing arts higher education in Australia. Artivate: A Journal of Entrepreneurship in the Arts. 3(1), pp. 3-22. https://doi.org/10.1353/artv.2014.0009
Connecting with carnival : Developing critical business education through reflective writing
Pollard, Vikki. (2012). Connecting with carnival : Developing critical business education through reflective writing. 2012 Higher Education Research and Development Society of Australasia : Connections in Higher Education. Hobart 2012 - 2013 Australia: Higher Education Research and Development Society of Australasia. pp. 242
Home Space : Youth Identification in the Greek Diaspora
Tsolidis, Georgina and Pollard, Vikki. (2010). Home Space : Youth Identification in the Greek Diaspora. Diaspora, Indigenous, and Minority Education. 4(3), pp. 147-161. https://doi.org/10.1080/15595692.2010.490728
Being a ‘wog’ in Melbourne – young people's self-fashioning through discourses of racism
Tsolidis, Georgina and Pollard, Vikki. (2009). Being a ‘wog’ in Melbourne – young people's self-fashioning through discourses of racism. Discourse : studies in the cultural politics of education. 30(4), pp. 427-442. https://doi.org/10.1080/01596300903237206
Ethics and reflective practice : continuing the conversation
Pollard, Vikki. (2008). Ethics and reflective practice : continuing the conversation. Reflective Practice. 9(4), pp. 399-407. https://doi.org/10.1080/14623940802431788
Re‐deploying techniques of pastoral power by telling tales on student teachers
Tsolidis, Georgina and Pollard, Vikki. (2007). Re‐deploying techniques of pastoral power by telling tales on student teachers. Teaching Education. 18(1), pp. 49-59. https://doi.org/10.1080/10476210601151540
Schooling in Australia : The interplay of education, politics, and culture
Joseph, Cynthia, Winzer, Margaret and Pollard, Vikki. (2006). Schooling in Australia : The interplay of education, politics, and culture. In In Mazurek, Kas and Winzer, Margret (Ed.). Schooling Around the World : Debates, Challenges, And Practices pp. 104 Pearson Education.