EFL Pre-Service & In-Service Teachers as Agents of Change: Enhancing Social Justice Practices in a Colombian Public University

Authors

  • Nancy Emilce Carvajal Medina Universidad Pedagógica y Tecnológica de Colombia- UPTC

DOI:

https://doi.org/10.33423/jhetp.v20i11.3770

Keywords:

Higher Education, Social Justice Education, decolonizing EFI, decolonizing the self, pedagogy of possibilities, identity construction

Abstract

As a critical-Colombian scholar, I read the reality of my country with an urgent need to act and build bridges between communities and academia. I discuss how 2016 peace-agreements and 2018 presidential-elections marked an important historical period for Colombia. I examine the relationship between neoliberalism and educational policies to further discuss why social justice education matters in Colombia. I introduce the roots, premises, and stages of the “Pedagogy of Possibilities” where social justice constitutes an individual and collective act to become a door of possibilities to let others be and become. I explain how a social-justice-oriented syllabus impacted EFL pre-service teachers’ identity construction.

Downloads

Published

2020-12-06

How to Cite

Carvajal Medina, N. E. (2020). EFL Pre-Service & In-Service Teachers as Agents of Change: Enhancing Social Justice Practices in a Colombian Public University. Journal of Higher Education Theory and Practice, 20(11). https://doi.org/10.33423/jhetp.v20i11.3770

Issue

Section

Articles