RT info:eu-repo/semantics/article
T1 Ecology, cultural awareness, anti-racism and critical thinking: integrating multiple perspectives in foreign language teaching
A1 Braselmann, Silke
A1 Glas, Katharina
A1 Volkmann, Laurenz
K1 Indigenous studies
K1 Postcolonial criticism
K1 Interculturalidad
K1 Ecopedagogy
K1 EFL teaching/ learning.
K1 Estudios indígenas
K1 Crítica postcolonial
K1 Interculturalidad
K1 Ecopedagogía
K1 Enseñanza y  aprendizaje del inglés como lengua extranjera
K1 Literatura
K1 Literature
K1 Medio ambiente
K1 Environmental science
AB This paper aims at presenting a critical approach to teaching ecological, postcolonial and ethnic minority topics in the (foreign language) classroom, describing the need to interrelate these three issues in both research and teaching. It illustrates how Western utilitarian perspectives on both humans and nature must be counterbalanced with alternative stances, such as those provided by indigenous views of reciprocity. With regard to teaching scenarios, it suggests the use of multi-text selections in line with the principle of presenting multiple perspectives on global issues. It suggests that two seemingly contradictory teaching/learning objectives can be combined: bolstering up students’ empathetic skills in understanding ecological and interculturally relevant issues on the one hand and becoming critically aware of textual strategies employed to manipulate readers. We use the hitherto less frequently observed example of the demands of the Chilean indigenous minority of the Mapuche to illustrate how different positions published in the English language on the Internet can be used in the foreign language classroom to discuss the issues at stake here: the inextricable interrelatedness of ecological exploitation of natural resources with processes of sociocultural and economic marginalisation and oppression of ethnic minority groups and their worldviews across the globe.
PB Universidad de Alcalá
SN 2171-9594
YR 2021
FD 2021
LK http://hdl.handle.net/10017/47830
UL http://hdl.handle.net/10017/47830
LA eng
DS MINDS@UW
RD 30-abr-2024