Deconstructing Neoliberalism through Critical Reflection, Participatory and Emancipatory Action Research in Second Language Learning and Teaching

De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: [email protected]; Web site: http://www.degruyter.com

Y

18

Neoliberalism; Action Research; Second Language Learning; Second Language Instruction; Participatory Research; Civil Rights; Social Science Research; Colonialism; English (Second Language); Social Influences; Political Influences; Ideology; Social Change; Foreign Countries; Cultural Context; Educational Change; Social Systems; Controversial Issues (Course Content); Teaching Methods; Cultural Awareness

10.1515/mlt-2020-0004

2194-654X
2161-2412

This study aims to motivate researchers, teachers and learners to utilize critical social research methodology in the field of second language learning and teaching in which neoliberalism and neocolonialism have been profoundly embedded and overwhelmingly dominant. Therefore, critical reflection (CR), participatory action (PAR) and emancipatory action research (EAR) have been contextualized in the setting of English as a new language (ENL) in Turkey. It has been emphasized that socio-political issues that are excluded from ENL curriculum and settings can be included through critical social research that aims to oppose, deconstruct and reverse the widely accepted neoliberal policies. The firmly established hegemony, ideology and economic structure of neoliberalism in ENL can be resisted by changing the method of research methodology into a more transformative, revolutionary, radical and emancipatory mode of research. An example of how this kind of participatory and emancipatory action research could be carried out in Turkey was presented and suggested. In addition, the importance of linguistic human rights as a social and linguistic change has been emphasized.

As Provided

2023

EJ1372238