Is There a Place for Forgiveness and Discomforting Pedagogies in the Foreign Language Classroom in Higher Education?

Autor/inn/en	Porto, Melina; Yulita, Leticia
Titel	Is There a Place for Forgiveness and Discomforting Pedagogies in the Foreign Language Classroom in Higher Education?
Quelle	In: Cambridge Journal of Education, 49 (2019) 4, S.477-499 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2019.1566441
Schlagwörter	Second Language Learning; Second Language Instruction; Higher Education; Civil Rights; Teaching Methods; Intercultural Communication; Psychological Patterns; Citizenship Education; Case Studies; Student Attitudes; Emotional Response; History; Foreign Policy; Foreign Countries; Authoritarianism; Spanish; English (Second Language); Political Attitudes; Program Descriptions; College Students; Democracy; Grief; Trauma; Honors Curriculum; Videoconferencing; Discourse Analysis; Death; Memory; United Kingdom; Argentina + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bürgerrechte; Grundrechte; Zivilrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Interkulturelle Kommunikation; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Case study; Fallstudie; Case Study; Schülerverhalten; Emotionales Verhalten; Geschichte; Geschichtsdarstellung; Außenpolitik; Ausland; Autoritarismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Political attitude; Politische Einstellung; Collegestudent; Demokratie; Trauer; Diskursanalyse; Sterbefall; Tod; Todesfall; Gedächtnis; Großbritannien; Argentinien
Abstract	This article describes an online project in the foreign-language classroom in which Argentinian and British university students communicated across the globe to address a topic of human rights violations. The aim of the article is to answer the question of whether there is a place in language education for forgiveness and discomforting pedagogies. This focus is new in the field. It begins with an overview of intercultural citizenship education in language pedagogy, followed by an outline of the pedagogical intervention and case study. It continues with a description of theoretical developments in forgiveness and discomforting pedagogies as the framework of the study and provides an analysis of the data from the project with these lenses. Findings indicate that students displayed varying affective, physical and intellectual forms of emotional investment as they mediated interculturally with their interlocutors and the ghosts of those who suffered from human rights abuse in the past. To do this, they engaged in what we call critical remembering, i.e. remembering wrongdoings through a decolonising human rights educational approach. It is concluded that it is possible for language teaching in the higher education sector to meet the educational aim of developing learners' democratic competences by combining intercultural citizenship with forgiveness and discomforting pedagogies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01