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I strongly agree with the fact that we have to humanize students with their voice. Opressors in society use that dehumanization technique of taking away the voice for their own benefit. I consider that not only students are opressed but teachers and it is extremely problematic. Because, teachers criticality and intellectuality is being silenced and this ends up in students' being silenced as well. So it's a chain of cause and effect that turns out harmful in the long term. I consider, then it is important to start with dialogue among equals, understanding that through reflection and sense making we can start unmasking reality and as Freire and Macedo state: "to name the world". I consider as well that in order to successfully implement this type of pedagogy we have to keep in mind everyone is critical already and that by introducing reflection and dialogue we are not "indoctrinating" anybody just because we cannot do so. As it would normalize the idea that people are uncritical docile subjects.

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Reflecting upon the role of critical identity proposed by Kubota (2017) In which she advocates for a more postructuralist approach. I consider I disagree in the sense that she states critical pedagogy followers are "priviledged" since we might be silencing other voices. I consider all voices must be heard however, there might be harmful voices. Then, I think it becomes a political ideological issue. I relay on Freire's assertion that education is a political act. Because of this, you either become an opressor to maintain students as opressed or you do something to empower them as activists of change. So, I don't believe as a teacher you should remain unbiased towards social issues, with the argument that you might be "indoctrinating" students. As a classmate mentioned in the MLAEI we are seen as "los mamertos de la linguistica aplicada". I prefer that label and not "los tibios de la linguistica aplicada". Joke intended.

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Here is the case I could remember from my experience.

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To be honest, I have never thought about this topic before. I consider this issue is problematic in the sense there is an inminent relation of power in which people regard indigenous groups as uncivilized. However, it is funny to note the indigenous peoples are more reasonable than the ones who claim to be civilized. I think about myself as a product of the modern world. However, I come to think from time to time, how would life be like if Spaniers hadn't colonized indigenous peoples back then?. I consider we would be freerer from this neoliberal systems that puts us through this endless superficial rat race that makes people live unhappily always seeking not to fall into a void of failure.

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Social Justice in the EFL classroom (Reflection)

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Social Justice in the EFL classroom (Reflection)

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It is always controversial in education to think about social justice. I consider it is mostly due to the fact people perceive it as an imposition of our own ideology. However, that so-called "indoctrination" is merely a call saying "students aren't able to think for themselves". Based on this perception, I think students are able to decide for themselves what to believe in, regardless of what teachers teach. I've read different authors and spoke to many colleagues who rather be in middle ground due to a fear of "indoctrination" or "ideology imposition". However, I think that position contributes to those in power who use education to keep students in an unfair society. If you know that you can somehow contribute to social problems through teaching English and you prefer to remain unbiased, then you are part of the problem. It might sound radical but as Giroux states. Social criticality and agency are inherent parts of a teachers' vocation. Nonetheless, it is true that changes do not occur overtime. So I consider we as teachers can introduce bit by bit social justice in the EFL classroom.

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In my journey as an English teacher, I have gone through highs and lows. This map portrays what has been for me so far the ever-changing path towards social justice embbeded in education.

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Copy of Green Circle Social Media Platforms Mind Map

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In my reflection regarding the agency as teachers who are up for a change in the way education has been conceived, I think it is a big responsibility to take up. Keeping in mind, critical pedagogy involves a whole lot of new ideas on how to include a critical understanding of social issues that are present in our everyday lives. Although, I consider super important to address social issues in the EL classroom, there is a big machinery advocating for English proficiency as the only purpose. So, I feel like it is a teacher against a powerful ideology circulating everywhere the teacher goes. However, I think classes with prof Jairo is an open window invitation to dream about a better world for our students. So, now whenever I teach I start thinking about the possible actions I can take towards that social change through my teaching. To be honest I feel hopeless, but my eargerness to impact positively my society with my teaching is bigger. My agency is reflect upon my little actions. Also, I consider that as Foucault states, knowledge is power. As I am (kind of) opposing the instrumentalistic view of language, I think I do it because I understand the complex machinery that is behind it. Foucault states that power is not an abstract concept that can be located in one side (e.g politicians, institutions etc) but it is a social practice that is exerted by social actors. So I think I hold the power to bring about change in my classroom.

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In my experience as an English teacher, I've always been told to use only English. I often hear comments from people saying "100%" English is the best methodology. However, I recall when I started to learn English, I had a teacher who spoke English only. I remember a lot that although I understood the grammar structure as if it were a formula, I didn't understand how it could be used. After that teacher, I had one who used Spanish to make me understad the way English used and I learned with him so much more. This short story to me is relevant. In the sense, I used Spanish to build in students clear understanding of how language is used. Also, I consider important to use Spanish because it is the students' first language and I use it to make English learning easier. I think there are two aspects to consider in employing translanguaging. First, not everyone learns equally and using the linguistic repertoire winds up being a useful tool for students. When I use Spanish in my classes I am valuing their cultural backgrounds and also I'm using Spanish to leverage their linguistic repertoire.