View in EDS

The Pedagogics of Language Learning Policy: Dussel, Decoloniality, and the Case of Pennsylvania

Saved in:
Bibliographic Details
Title: The Pedagogics of Language Learning Policy: Dussel, Decoloniality, and the Case of Pennsylvania
Language: English
Authors: Renée S. Burgos (ORCID 0000-0002-7477-0353), David I. Backer (ORCID 0000-0002-0871-8899)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1469796
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Pedagogics of Language Learning Policy: Dussel, Decoloniality, and the Case of Pennsylvania
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Renée+S%2E+Burgos%22">Renée S. Burgos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7477-0353">0000-0002-7477-0353</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+I%2E+Backer%22">David I. Backer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0871-8899">0000-0002-0871-8899</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+Policy%22"><i>Journal of Education Policy</i></searchLink>. 2025 40(2):334-350.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Acculturation%22">Acculturation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02680939.2024.2446950
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0268-0939<br />1464-5106
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1469796
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1469796
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02680939.2024.2446950
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 334
    Subjects:
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Decolonization
        Type: general
      – SubjectFull: State Policy
        Type: general
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Acculturation
        Type: general
      – SubjectFull: Pennsylvania
        Type: general
    Titles:
      – TitleFull: The Pedagogics of Language Learning Policy: Dussel, Decoloniality, and the Case of Pennsylvania
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Renée S. Burgos
      – PersonEntity:
          Name:
            NameFull: David I. Backer
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0268-0939
            – Type: issn-electronic
              Value: 1464-5106
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Education Policy
              Type: main
ResultId 1