A critical intercultural stance from the margins: EFL education in a conflict-ridden context

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Abstract

This article offers a critical intercultural perspective to English as a Foreign Language (EFL) education inspired by Freire's conceptualisation of dialogue required in contexts where teachers must comply with hegemonic language policies. Drawing on an ethnographic study with Yusef, a Palestinian-Arab EFL teacher in Israel, I examine how intercultural critical dialogue within EFL education is seen from the margins. Analysis of interviews, classroom interactions, and policy documents underscores the political agency of Yusef and his students and their response to imposed linguistic/educational subjectivities. Undertaking a critical intercultural stance enables marginalised communities to deconstruct their invisibility and contest asymmetrical power divisions.

Original languageEnglish
Pages (from-to)515-529
Number of pages15
JournalLanguage and Intercultural Communication
Volume21
Issue number4
DOIs
StatePublished - 2021
Externally publishedYes

Keywords

  • EFL
  • communities
  • conflict-ridden contexts
  • critical pedagogy
  • intercultural dialogue
  • marginalised

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