Postcolonial power structures and knowledge archives continue to shape
our society and the perceptions and actions of individuals who have
grown up in this society. School as an institution of such socialization
processes, including its actors such as teachers, is not an exception.
Rather, as a part of society, schools are also prone to contributing to a
reproduction of these power structures and knowledge archives on
several levels. The EFL classroom is one of such levels as its core
concepts and contents are likely to reproduce postcolonial power
structures. Thus, EFL teachers are required to critically engage with
teaching approaches, contents, and materials that empower them to
decolonize their classrooms. Against this background the following
questions will be discussed in the seminar: (1) What does it mean to
decolonize the classroom? (2) How can EFL teachers design a
counter-hegemonic (machtkritischen) and anti-racist EFL
classroom? (3) What challenges do they encounter? (4) How does the
objective of counter-hegemonic and anti-racist education impact on
principles and methods of EFL education? Students participating in this
seminar are expected to complete a reflective portfolio and take an oral
exam after completing the module FD 2 (oral exam in combination with
the second seminar of this module).
- Lehrende(r): Hertzel Hanna Lena