Symbolic Violence and Pedagogical Abuse in the Language Classroom

Palgrave Macmillan
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Resistance to the Known: Counter-conduct in language education, 2015, 1, pp. 71 - 93 (22)
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This chapter focuses on the violent, abusive and brutal practices, albeit symbolic, that accompany pedagogical work. It draws upon three case studies located in three different contexts (Laos, Japan and Spain), and provides an account of current struggles in language teaching classrooms and institutions. It concentrates on two acts of resistance to the espoused values of the institutions, the first focuses on the notion of expertise or in Bourdieuian terms, legitimacy, in respect to both expert language teacher and expert language speaker. The second centres on a little examined context of ‘Which language? When?’, and investigates the struggles between the use of the target language and the first language of the learners and gives accounts of students’ ability (or not) to withstand the damaging effect of dominant English (as a first language) language speakers.
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