Growing Literacy of Resistance in “the Curriculum Garden” of Resistance Language and Literature
Publish place: Journal of Language Horizons، Vol: 2، Issue: 1
Publish Year: 1397
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_LGHOR-2-1_004
تاریخ نمایه سازی: 5 خرداد 1398
Abstract:
Recognizing the cultural political dimensions of ELT curriculum and instructional materials and the necessity for their contextualization, this qualitative study explores how codes and themes of Language and Literature of Resistance presented in learning by design pedagogy and framed in trilogy of mujaawarah (group gathering), yuhsen (the best possible), and muthanna (quality pair) elaborated by Fasheh (2015), may pave the way for joining foreign language learning and Iranian Islamic Revolution’s pedagogy, pedagogy of resistance, in ELT curriculum development and implementation besides provoking literacy. The findings in this study demonstrated that the ELT curriculum, as marinated in the language and thought of resistance, can bring meaning and life to the act of language learning by providing Iranian language learners with literacy of resistance which invites emancipation from indifference and routine life. This type of literacy, which esteems individual reflections and meaning making, inspires learners to pursue the improvement and transcendence within themselves and their milieu by growing their insight and engagement (commitment to their being).
Keywords:
Pedagogy of resistance , Literacy of resistance , Learning by design , Language and literature of resistance , Curriculum
Authors
sareh poursaduqi
Dezful University of Medical Sciences(DUMS)
Sue-San Ghahremani Ghajar
Alzahra University
Muhammadreza Sangari
Azad University, Dezful branch
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