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

Muzna Awayed-Bishara

doi:10.1080/14708477.2021.1957910

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

Muzna Awayed-Bishara^*

^*Corresponding author for this work

Hebrew University of Jerusalem

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

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 language	English
Pages (from-to)	515-529
Number of pages	15
Journal	Language and Intercultural Communication
Volume	21
Issue number	4
DOIs	https://doi.org/10.1080/14708477.2021.1957910
State	Published - 2021
Externally published	Yes

Funding

Funders
Martin Buber Society of Fellows in the Humanities and Social Sciences

Keywords

EFL
communities
conflict-ridden contexts
critical pedagogy
intercultural dialogue
marginalised

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10.1080/14708477.2021.1957910

Cite this

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

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