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AILASA 2020 ONLINE CONFERENCE PANEL PRESENTATION
6
Charting possibilities for teaching
Spanish language otherwise
Adriana Diaz
School of Languages and Cultures
The University of Queensland
> (RE)DIRECTING
Following old paths or charting new territory?
Acknowledgment
https://clothingthegap.com.au/blogs/news/carla-scotto-x-clothing-the-gap-collab
Intersections
> CONVERGING (FAULT) LINES
> PATHWAYS OF INQUIRY
- TEACHER
- CURRICULUM
- PROGRAM
> (RE)POSITIONING
(RE)LOCATING
"
SOCIAL CARTOGRAPHY
Social cartography (SC) or the visual mapping of pedagogical and ideological spaces developed by Rolland Paulston (2009) within the field of international, comparative education is used to articulate and problematise currently dominant concepts in the modern internationalized university as an imagined space
(Andreotti, et al., 2015, 2016), and to provide an alternative, pluralistic way to understand how various perspectives negotiate that space in relation to each other.
"
Recalculating
> NEXT STOP?
> In lieu of conclusion
- How might Spanish language (and Latin American Studies) specialists recognise and articulate our own onto-epistemological limitations and vulnerabilities as we engage critically with individual, collective and structural (un)conscious complicity onto-epistemological violence?
- What does it look and feel like in practice to engage critically with Spanish language teaching from a decolonial perspective?
- How might teachers and students be encouraged to draw on their linguistic repertoires to challenge dominant epistemologies – traditional models of knowledge transmission, production and dissemination – (re)produced in the modern university (Spanish language) classroom?
- Ultimately, who benefits from commodified versions of Spanish language teaching in the modern internationalised university?
> ¡GRACIAS!
a.diaz@uq.edu.au
@diaz__adriana