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Promoting social justice with intermediate students at bilingualism for peace program

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dc.contributor.advisorGarcía Montes, Paula Andreaspa
dc.contributor.authorMartinez Pizarro Susanaspa
dc.contributor.juryNieto Caballero, Jaime Arturospa
dc.date.accessioned2024-07-10T13:00:41Z
dc.date.available2024-07-10T13:00:41Z
dc.date.issued2024-07-08
dc.description.abstractThe following report shows my internship experience in the Bilingualism for Peace program belonging to the Universidad de Córdoba, Colombia in which 23 students between the ages of 11 and 15 who are in intermediate level participate. The goal of this internship is to introduce students to social justice issues such as gender equality and the rights of LGBTIQ+ communities through the second language. To carry out this process, the following question is asked: How can I include anti-racists topics in my EFL class? The development of the classes is done with a focus on critical pedagogy, anti-racist pedagogy and Problem based learning that allow to create a pleasant environment, where the student feels comfortable expressing their ideas. The results show significant development in critical thinking and respect of students toward other people.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés
dc.description.modalityPasantías
dc.description.tableofcontentsIntroduction ……………………………………………………………………...................…………… 7eng
dc.description.tableofcontentsTheoretical framework …………..………………………………………………………................. 9eng
dc.description.tableofcontentsCritical pedagogy ……………………………………………………………..........................……… 9eng
dc.description.tableofcontentsAnti-racist pedagogy ………………………………………………………….......................……. 11eng
dc.description.tableofcontentsProblem based learning …………………………………………………........................……… 12eng
dc.description.tableofcontentsMethodology ……………………………………………………………………….................……….. 13eng
dc.description.tableofcontentsTable 1 Duties and responsibilities …………………………………………...............…….. 15eng
dc.description.tableofcontentsStudents reflections on social justice topics ……………………................................ 16eng
dc.description.tableofcontentsWomen at the workplace evidences ………………...................................................16eng
dc.description.tableofcontentsIntroducing the topic of LGBTIQ+ communities in the English class …............ 20eng
dc.description.tableofcontentsGains from this experience ………………………………………………………........……….... 24eng
dc.description.tableofcontentsLimitations and Conclusions ……………………………………………………….........………. 27eng
dc.description.tableofcontentsAppendix …………………………………………………………………………...................………… 28eng
dc.description.tableofcontentsReferences ………………………………………………………………………….................……….. 38eng
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8365
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglés
dc.relation.referencesAllen, D.E., Donham, R.S. & Bernhardt, S.A. (2011). Problem-based learning. New Directions for Teaching and Learning, 2011(128), 21–29. https://doi.org/10.1002/tl.465
dc.relation.referencesde Graaff, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering Education, 19(5), Article 1450. Retrieved from https://www.ijee.ie/articles/Vol19-5/IJEE1450.pdf
dc.relation.referencesOhito, E. O. (2019). Fleshing out enactments of Whiteness in antiracist pedagogy: snapshot of a White teacher educator’s practice. Pedagogy, Culture & Society, 28(1), 17–36. https://doi.org/10.1080/14681366.2019.1585934
dc.relation.referencesFullagar, S. & Wilson, E. (2012) Critical Pedagogies: A Reflexive Approach to Knowledge Creation in Tourism and Hospitality Studies. Journal of Hospitality and Tourism Management, 19, 1-6, https://doi.org/10.1017/jht.2012.3
dc.relation.referencesFreire, P. (1970). Pedagogy of the Oppressed. New York, NY: Seabury Press.
dc.relation.referencesFobes, C., & Kaufman, P. (2008). Critical Pedagogy in the Sociology Classroom. Teaching Sociology, .36 (1), 26–33. https://doi.org/10.1177/0092055X0803600104
dc.relation.referencesGalligan, A., & Miller, E. T. (2022). Justice Is More Important Than Kindness: Antiracist Pedagogy in a First-Grade Classroom. Language Arts, 99(5), 348-357. https://doi.org/10.58680/la202231795
dc.relation.referencesGhaemi, F., & Sadeghi, P. (2015). Critical Pedagogy: Concepts and Principles. International Journal of English and Education, 4(2), 244-249.
dc.relation.referencesGlisan, E. W., & Donato, R. (2017). Enacting the Work of Language Instruction: High- Leverage Teaching Practices. American Council on the Teaching of Foreign Languages. 1001 North Fairfax Street Suite 200, Alexandria, VA 22314. https://eric.ed.gov/?id=ED582346
dc.relation.referencesHooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.
dc.relation.referencesKilroy, D.A. (2004). Problem-based learning. Emergency Medicine Journal, 21(4), 411–413. doi:10.1136/emj.2003.012435
dc.relation.referencesKishimoto, K. (2016). Anti-racist Pedagogy: from Faculty’s Self-reflection to Organizing Within and Beyond the Classroom. Race Ethnicity and Education, 21(4), 540–554. https://doi.org/10.1080/13613324.2016.1248824
dc.relation.referencesKishimoto, K. (2018). Anti-racist Pedagogy: from Faculty’s Self-reflection to Organizing Within and Beyond the Classroom. Race Ethnicity and Education, 21(4), 540–554. https://doi.org/10.1080/13613324.2016.1248824
dc.relation.referencesMcMillan, B.A. & Rivers, D.J. (2011). La Práctica de la Política: Actitudes de los Docentes Hacia el “Inglés únicamente”. Sistema, 39(2), 251–263. https://doi.org/10.1016/j.system.2011.04.011
dc.relation.referencesMinisterio de Educacion. (2014a). Bill 1732 - Cátedra de la paz [Peace lectures].Bogotá, Colombia: Republica de Colombia. Retrieved from http://wsp.presidencia.gov.co/Normativa/Leyes/Documents/LEY%201732%20DEL%2001%20DE%20SEPTIEMBRE%20DE%202014.pdf
dc.relation.referencesMinisterio de Educación. (2014b). Colombia bilingüe [Bilingual Colombia].Bogotá, Colombia: Republica de Colombia. Retrieved from http://aprende.colombiaaprende.edu.co/es/colombiabilingue/86689
dc.relation.referencesMorgan, J. (2000). Critical Pedagogy: the Paces that Make the Difference. Pedagogy, Culture & Society, 8(3), 273–289. https://doi.org/10.1080/14681360000200099
dc.relation.referencesSaunders, L., & Wong, M. A. (2020). Critical Pedagogy: Challenging bias and creating inclusive classrooms. Windsor & Downs Press. https://doi.org/10.21900/wd.12
dc.relation.referencesSmith, J. (2024). The Impact of Community College Anti-Racist Learning Communities on Instructional Pedagogy and Interactions (Doctoral dissertation). Retrieved from https://doi.org/10.13140/RG.2.2.23807.62882
dc.relation.referencesUsma, J. (2015). From Transnational Language Policy Transfer to Local Appropriation: The case of the national bilingual program in Medellin, Colombia. Madison,WI: Deep University Press.
dc.relation.referencesUsma, J., & Pelaez, O. (2017). Teacher autonomy: From the Conventional Promotion of Independent Learning to the Critical Appropriation of Language Policies. InC. Nicolaides & W. Magno (Eds.), Innovations and challenges in appliedlinguistics and learner autonomy (pp.43-62). Campinas, SP: Pontes Editores (2) (PDF) Peacebuilding and Social Justice in English as a Foreign Language: Classroom Experiences from a Colombian High School. Available from: https://www.researchgate.net/publication/331812824_Peacebuilding_and_Social_Justice_in_English_as_a_Foreign_Language_Classroom_Experiences_from_a_Colombian_High_School
dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourcehttps://repositorio.unicordoba.edu.co
dc.subject.keywordsBilingualism for peaceeng
dc.subject.keywordsCritical pedagogyeng
dc.subject.keywordsAnti-racist pedagogyeng
dc.subject.keywordsProblem based learningeng
dc.subject.keywordsGender equalityeng
dc.subject.keywordsLGBTIQ+eng
dc.subject.proposalBilingüismo para la pazspa
dc.subject.proposalPedagogía Críticaspa
dc.subject.proposalPedagogía Antiracistaspa
dc.subject.proposalAprendizaje basado en problemasspa
dc.subject.proposalEquidad de génerospa
dc.subject.proposalLGBTIQ+spa
dc.titlePromoting social justice with intermediate students at bilingualism for peace programeng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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