The Pedagogics of Language Learning Policy: Dussel, Decoloniality, and the Case of Pennsylvania
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| Title: | The Pedagogics of Language Learning Policy: Dussel, Decoloniality, and the Case of Pennsylvania |
|---|---|
| Language: | English |
| Authors: | Renée S. Burgos (ORCID |
| Source: | Journal of Education Policy. 2025 40(2):334-350. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Educational Policy, Multilingualism, English Learners, Decolonization, State Policy, Bilingual Education, Elementary Secondary Education, Acculturation |
| Geographic Terms: | Pennsylvania |
| DOI: | 10.1080/02680939.2024.2446950 |
| ISSN: | 0268-0939 1464-5106 |
| Abstract: | Argentinian philosopher Enrique Dussel (1977, 1977/1985) is a foundational figure in the tradition of liberatory education and decoloniality, having written significant contributions to educational theory. However, existing decolonial analyses of language learning pedagogy and policy have not engaged with his writings, specifically those on pedagogics and liberation. In this paper, we argue that Dussel's notion of pedagogics provides a fresh framework for the critique and analysis of educational policy governing racialized multilinguals. We first consider the dehumanizing state of language education and policy. We then describe Dussel's contribution to critical policy analysis. Finally, we consider the case of Pennsylvania's language education policy in light of Dussel's ideas and make recommendations for a liberatory project of language education policy. This paper adds to scholarship that attempts to answer the question, What does liberatory education look like for multilingual students entering English dominant schools?, by focusing on the learner 'othered' within systems of oppression. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469796 |
| Database: | ERIC |
| Abstract: | Argentinian philosopher Enrique Dussel (1977, 1977/1985) is a foundational figure in the tradition of liberatory education and decoloniality, having written significant contributions to educational theory. However, existing decolonial analyses of language learning pedagogy and policy have not engaged with his writings, specifically those on pedagogics and liberation. In this paper, we argue that Dussel's notion of pedagogics provides a fresh framework for the critique and analysis of educational policy governing racialized multilinguals. We first consider the dehumanizing state of language education and policy. We then describe Dussel's contribution to critical policy analysis. Finally, we consider the case of Pennsylvania's language education policy in light of Dussel's ideas and make recommendations for a liberatory project of language education policy. This paper adds to scholarship that attempts to answer the question, What does liberatory education look like for multilingual students entering English dominant schools?, by focusing on the learner 'othered' within systems of oppression. |
|---|---|
| ISSN: | 0268-0939 1464-5106 |
| DOI: | 10.1080/02680939.2024.2446950 |
