Between Conformity and Critique. Developing ‘Activism’ and Active Citizenship: Dangerous Pedagogies?
Bibliographic record
Abstract
Os autores discutem o conceito de cidadania ativa / engajada das perspectivas brasileira e canadense e relacionam sua discussão especificamente com a Educação de Professores de Línguas (LTE). O texto, portanto, centra-se em pesquisas, práticas e teorias sobre o assunto, considerando as histórias sociopolíticas de educação e ensino de línguas através das quais o desenvolvimento de tais modos de cidadania revela sua relevância nos respectivos países. Acreditando que a "cidadania comprometida" pode contribuir grandemente para programas que procuram promover alfabetização crítica, os autores examinam o potencial de práticas de cidadania para promover a participação social e a "criação crítica" em contextos de idiomas segundo e estrangeiros. Como argumentam os autores, o trabalho de cidadania ativa é sempre potencialmente "perigoso" (ver Foucault) - um equilíbrio contraditório e delicado entre a conformidade e a crítica quando atualizado nas configurações da sala de aula. Exemplos específicos da sala de aula serão discutidos e relacionados à teoria. A conformidade é potencialmente realizada quando práticas de cidadania celebram abordagens neoliberais de voluntariado e auto-confiança. A crítica surge potencialmente quando a consciência crítica da cumplicidade do estado nos valores neoliberais está integrada nas práticas dos professores. No primeiro caso, os alunos são encorajados a afirmar um papel reduzido para o Estado, valorizando o voluntariado e a autoconfiança, enquanto que no último, eles desenvolvem uma consciência crítica da cumplicidade do estado nas crenças que afirmam os valores neoliberais da auto-suficiência e do estado reduzido responsabilidades.Abstract:The authors discuss the concept of active/engaged citizenship from both Brazilian and Canadian perspectives and relate their discussion specifically to Language Teacher Education (LTE). The text, thus, centers on research, practices and theories on the issue, considering the socio-political histories of education and language teaching through which the development of such modes of citizenship reveal their relevance in the respective countries. Believing that ‘engaged citizenship’ can greatly contribute to programs that seek to foster critical literacies, the authors examine the potential for citizenship practices to promote social participation and ‘critical making’ in second/foreign language settings. As the authors argue, active citizenship work is always potentially “dangerous” (cf. Foucault)—a contradictory and delicate balance between conformity and critique when actualized in classroom settings. Specific examples from the classroom will be discussed and related to theory. Conformity is potentially realized when citizenship practices celebrate neoliberal approaches to volunteerism and self-reliance. Critique potentially arises when critical awareness of the state’s complicity in neoliberal values are integrated in teachers’ practices. In the former case, students are encouraged to affirm a reduced role for the state by valorizing volunteerism and self-reliance, while in the latter, they develop critical awareness of the state’s complicity in beliefs that affirm neoliberal values of self-reliance and reduced state responsibilities.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".