Hegemony, educators’ critical awareness and language teaching
The hegemonic powers behind the education system have reduced the role of the teacher to a technician who limits his or her performance to a transitional behavior and a discipline regulator. We are lower to obedient professionals who follow the rules; teachers are not supposed to question our facult...
| Autor Principal: | Robles Barrantes, Andrés Ariel |
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| Otros Autores: | Zúñiga Vargas, Juan Pablo |
| Formato: | Otro |
| Idioma: | Inglés |
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Universidad Nacional, Costa Rica
2021
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| Acceso en línea: |
http://hdl.handle.net/11056/21705 |
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RepoUNACR21705 |
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dspace |
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RepoUNACR217052021-11-08T20:04:28Z Hegemony, educators’ critical awareness and language teaching Robles Barrantes, Andrés Ariel Zúñiga Vargas, Juan Pablo LANGUAGE TEACHING TEACHERS ENGLISH CRITICAL THINKING EMANCIPATION ENSEÑANZA DE IDIOMAS DOCENTES INGLÉS PENSAMIENTO CRÍTICO EMANCIPACIÓN The hegemonic powers behind the education system have reduced the role of the teacher to a technician who limits his or her performance to a transitional behavior and a discipline regulator. We are lower to obedient professionals who follow the rules; teachers are not supposed to question our faculties and just do what we are asked to do. In the case of language educators, we should teach our students the numbers or colors in English, how to use the verbs, and to identify different idiomatic expressions. We have to teach listening, speaking, reading, and writing. We should not get involved in the analysis of our contexts, ask our students to transform our society or challenge the systematic difficulties faced in their everyday lives. Los poderes hegemónicos detrás del sistema educativo han reducido el rol del docente a un técnico que limita su desempeño a un comportamiento transicional y regulador de la disciplina. Somos inferiores a los profesionales obedientes que siguen las reglas; Se supone que los maestros no deben cuestionar nuestras facultades y simplemente hacer lo que se nos pide que hagamos. En el caso de los educadores de idiomas, debemos enseñar a nuestros estudiantes los números o colores en inglés, cómo usar los verbos e identificar diferentes expresiones idiomáticas. Tenemos que enseñar a escuchar, hablar, leer y escribir. No debemos involucrarnos en el análisis de nuestros contextos, pedir a nuestros estudiantes que transformen nuestra sociedad o desafiar las dificultades sistemáticas que enfrentan en su vida cotidiana. Universidad Nacional, Costa Rica División de Educología 2021-10-21T20:32:46Z 2021-10-21T20:32:46Z 2021 http://purl.org/coar/resource_type/c_bdcc http://hdl.handle.net/11056/21705 eng Acceso abierto Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ application/pdf Universidad Nacional, Costa Rica |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Repositorio UNA-Costa Rica |
| language |
Inglés |
| topic |
LANGUAGE TEACHING TEACHERS ENGLISH CRITICAL THINKING EMANCIPATION ENSEÑANZA DE IDIOMAS DOCENTES INGLÉS PENSAMIENTO CRÍTICO EMANCIPACIÓN |
| spellingShingle |
LANGUAGE TEACHING TEACHERS ENGLISH CRITICAL THINKING EMANCIPATION ENSEÑANZA DE IDIOMAS DOCENTES INGLÉS PENSAMIENTO CRÍTICO EMANCIPACIÓN Robles Barrantes, Andrés Ariel Hegemony, educators’ critical awareness and language teaching |
| description |
The hegemonic powers behind the education system have reduced the role of the teacher to a technician who limits his or her performance to a transitional behavior and a discipline regulator. We are lower to obedient professionals who follow the rules; teachers are not supposed to question our faculties and just do what we are asked to do. In the case of language educators, we should teach our students the numbers or colors in English, how to use the verbs, and to identify different idiomatic expressions. We have to teach listening, speaking, reading, and writing. We should not get involved in the analysis of our contexts, ask our students to transform our society or challenge the systematic difficulties faced in their everyday lives. |
| author2 |
Zúñiga Vargas, Juan Pablo |
| format |
Otro |
| author |
Robles Barrantes, Andrés Ariel |
| author_sort |
Robles Barrantes, Andrés Ariel |
| title |
Hegemony, educators’ critical awareness and language teaching |
| title_short |
Hegemony, educators’ critical awareness and language teaching |
| title_full |
Hegemony, educators’ critical awareness and language teaching |
| title_fullStr |
Hegemony, educators’ critical awareness and language teaching |
| title_full_unstemmed |
Hegemony, educators’ critical awareness and language teaching |
| title_sort |
hegemony, educators’ critical awareness and language teaching |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2021 |
| url |
http://hdl.handle.net/11056/21705 |
| _version_ |
1796096306351964160 |
| score |
12.041648 |