Whose Pedagogical Practices? Re-Emerging as an Unlearner in the Spanish Classroom

Authors

Keywords:

Sensing/thinking, pedagogies of liberation, autoethnography, Spanish language-culture, non-colonial

Abstract

About this piece:

This article is the result of a dialogue with my mind, my body, my ancestors, and my experiences of living in an unceded land where monolingualism exists despite the pervasive presence of other languages. Therefore, I start with the Acknowledgement of Country. I would also like to flag my purposeful use of Spanish language. I advise the reader to keep in mind that those Spanish words used interchangeably with English belong to me and to my own internal linguistic perspective. I transfer those words from my mind/heart/mouth to this contribution without thinking but as part of my repertoire. Otheguy, García, and Reid (2015) would call this translanguaging.

 

Acknowledgement of country:

English: In this course, students and educators acknowledge the Woi Wurrung and Boon Wurrung language groups of the Kulin Nations, and their traditional unceded lands on which we find ourselves today teaching this course at RMIT University. We respectfully recognise Elders both past, present, and future. My respect also extends to all Aboriginal and Torres Strait Islander peoples of Australia, as well as any Aboriginal people present in this course and any Indigenous people from others part of the world.

 

Español: En este curso, estudiantes y educadores reconocemos a los grupos lingüísticos Woi Wurrung y Boon Wurrung de la Naciones de Kulin, en cuyas tierras tradicionales no cedidas nos encontramos hoy enseñando este curso en la Universidad de RMIT. Presentamos nuestros respectos a los Ancianos y a las Ancianas tanto a los antepasados y las antepasadas como a los y las actuales. Mi respeto también se extiende a todos las personas Aborígenes e Isleños del Estrecho de Torres de Australia, así como a cualquier Aborigen presente en este curso y a cualquier Pueblo Indígena de otras partes del mundo.

Author Biography

Glenda Mejía, RMIT University

GLENDA MEJÍA, Ph.D., (she/her/hers/ella) is a scholar, and an educator born in the ancestral lands of Náhuat people, known as El Salvador, who teaches in the field of migration/mobility/displacement, and Spanish language/culture studies at RMIT’s School of Global, Urban and Social Studies recognising the university as a colonised spaced and unceded sovereignty of the Traditional Custodians of the Kulin Nations on which she lives, works, and breathes. As an educator and a scholar Glenda is committed to un-/re-/learning and teaching by applying decolonising approaches, senti-pensando, and liberation pedagogies. Her ethics, teaching, and work are inspired by bell hooks, Clelia Rodríguez, Gloria Anzaldúa and Paulo Freire.

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Published

2024-03-01