يعرض 1 - 20 نتائج من 273 نتيجة بحث عن '"Teoría decolonial"', وقت الاستعلام: 0.59s تنقيح النتائج
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    المصدر: Saberes: Interdisciplinary Journal of Philosophy and Education; Vol. 24 No. 2 (2024): African Philosophies: Plural and Anti-Colonial Voices; FIA08 ; Saberes: Revista Interdisciplinaria de Filosofía y Educación; Vol. 24 Núm. 2 (2024): Filosofías Africanas: Voces plurales y contracoloniales; FIA08 ; Saberes: Revista interdisciplinar de Filosofia e Educação; v. 24 n. 2 (2024): Dossiê Filosofias Africanas: Vozes plurais e contracoloniais; FIA08 ; 1984-3879 ; 10.21680/1984-3879.2024v24n2

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    المؤلفون: Becerra Posada, Tatiana

    المصدر: Colombian Applied Linguistics Journal; Vol. 26 No. 1 (2024): January-June; 24-32 ; Colombian Applied Linguistics Journal; Vol. 26 Núm. 1 (2024): January-June; 24-32 ; 2248-7085 ; 0123-4641

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    Relation: https://revistas.udistrital.edu.co/index.php/calj/article/view/decolonizing-english-foreign-language/20013; Anzaldúa, G. (1987). Borderlands/La frontera: The New Mestiza. Spinsters/Aunt Lute. Babaii, E., & Sheikhi, M. (2018). Traces of neoliberalism in English teaching materials: A critical discourse analysis. Critical Discourse Studies, 15(3), 247-264. Basallo Gómez, J. S. (2016). Adult EFL reading selection: Influence on literacy. Profile: Issues in Teachers’ Professional Development, 18(1), 167–181. https://doi.org/10.15446/profile.v18n1.49943 Becker, G. (2007). Economic Theory (2nd ed.). Routledge. Bonilla Medina, S. X., & Finardi, K. (2022). Critical race and decolonial theory intersections to understand the context of ELT in the Global South. Íkala, Revista de Lenguaje y Cultura, 27(3), 822–839. https://doi.org/10.17533/udea.ikala.v27n3a13 Browning, P., Highet, K., Azada-Palacios, R., Douek, T., Gong, E. Y., & Sunyol, A. (2022). Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group. London Review of Education, 20(1). https://doi.org/10.14324/LRE.20.1.42 Bucholtz, M., & Hall, K. (2016). Embodied sociolinguistics. Sociolinguistics: Theoretical debates, 1(1), 173-200. Cardona-Puello, S. P., Osorio-Baleño, A., Herrera-Valdez, A. y González-Maza, J. M. (2018). Actitudes, hábitos y estrategias de lectura de estudiantes ingresantes a la educación superior. Educación y Educadores, 21(3), 482-503. https://doi.org/10.5294/edu.2018.21.3.6 Comber, B. (2015b). Literacy, place, and pedagogies of possibility. Taylor & Francis Correa Ospina, P. (2019). Design of a pedagogical proposal to promote the reading comprehension by using metacognitive strategies in tenth grade students at Gimnasio Jaibaná school, in Piedecuesta, Santander Colombia. http://hdl.handle.net/11634/18824 (Thesis) Correa, D., Usma, J., & Montoya, J. C. (2014). El programa nacional de bilingüismo: Un estudio exploratorio en el departamento de Antioquia, Colombia. Íkala, revista de lenguaje y cultura, 19(1), 101-116. Duboc, A. P., & Ferraz, D. de M. (2020). What’s behind a literacy war? A discursive and political analysis of the neoconservative Brazilian literacy policy. Journal of Multicultural Discourses, 15(4), 436–457. https://doi.org/10.1080/17447143.2020.1800714 Escobar, A. (2007). Worlds and knowledges otherwise: The Latin American modernity/coloniality research program. Cultural Studies, 21(2–3), 179–210. https://doi.org/10.1080/09502380601162506 Escobar, A. (2018). Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Duke University Press. Espinosa, D., Cortés, A., Melo, L., & Rojas, A. (2019). Friendly Town: Comprendiendo las habilidades para la vida por medio del aprendizaje de inglés como lengua extranjera en un contexto rural. Educaciones rurales, 149-170. Fandiño-Parra, Y. J. (2021). Decolonizing English language teaching in Colombia: Epistemological perspectives and discursive alternatives. Colombian Applied Linguistics Journal, 23(2), 166–181. https://doi.org/10.14483/22487085.17087 Flores, N., & Rosa, J. 2015. Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85 (2), 149–171. García, O., & Li, W. (2014). Translanguaging and Education. In O. García & L. Wei, Translanguaging (pp. 63–77). Palgrave Macmillan UK. https://doi.org/10.1057/9781137385765_5 García, O. & Otheguy, R. (2020) Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. https://doi.org/10.1080/13670050.2019.1598932 García Vera, N. O. (2015). Las pedagogías de la lectura en Colombia: Una revisión de estudios que se enfocan en el texto escolar durante la primera mitad del siglo XX. Lenguaje, 43(1), 85-110. Gee, J. P. (2008). Social linguistics and literacies: Ideology in discourses (3rd ed). Routledge. Government of Colombia. Ministerio de Educación Nacional (2006). Estándares Básicos de Competencias en Lengua Extranjera: Inglés. Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés – Eco Web 2.0 (colombiaaprende.edu.co) Government of Colombia. Ministerio de Educación Nacional (2018). Programa Nacional de Alfabetización. https://www.mineducacion.gov.co/portal/micrositios-preescolar-basica-y-media/Programa-Nacional-de-Alfabetizacion/Material-y-socializacion-del-Programa/354550:Socializacion-del-Programa-y-sus-Estrategias Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in society, 11(1), 49-76. Heugh, K., Stroud, C., Taylor-Leech, K., & De Costa, P. I. (Eds.). (2021). A sociolinguistics of the south. Routledge. Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Milkweed Editions. Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494. https://doi.org/10.1093/applin/amu045 Leander, K., & Boldt, G. (2013). Rereading “a pedagogy of multiliteracies”: Bodies, texts, and emergence. Journal of Literacy Research, 45(1), 22–46. https://doi.org/10.1177/1086296X12468587 Macedo, D. (2020). Decolonizing foreign language education. Taylor & Francis. Mignolo, W. D. (2007). Introduction: Coloniality of power and de-colonial thinking. Cultural Studies, 21(2–3), 155–167. https://doi.org/10.1080/09502380601162498 Mignolo, W. D. (2012). Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border Thinking (1st ed.). Princeton University Press. https://doi.org/10.23943/princeton/9780691156095.001.0001 Mignolo, W. (2018). Foreword. On Pluriversality and Multipolarity. In B. Reiter (Ed.). Constructing the Pluriverse: The Geopolitics of Knowledge.(pp.ix-xvi). Duke University Press. Mignolo, W., & Walsh, C. E. (2018). On decoloniality: Concepts, analytics, praxis. Duke University Press. Mnyanda, L. & Mbelani, M. (2018). ‘Are we teaching critical digital literacy? Grade 9 learners’ practices of digital communication’. Reading & Writing, 9(1), 179–188. https://doi.org/10.4102/rw.v9i1.188 Mora, R. A. (2015). City literacies in second languages: New questions for policy and advocacy. Journal of Adolescent & Adult Literacy, 59(1), 21–24. https://doi.org/10.1002/jaal.440 Mora, R. A. (2021). Criticality and English language education: An autoethnographic journey. HOW Journal, 28(3), 62-77. Mora, R. A., Campano, G., Thomas, E. E., Stornaiuolo, A., Monea, B., Thakurta, A., & Coleman, J. J. (2020). Decentering and Decentralizing Literacy Studies: An Urgent Call for Our Field. 54, 6. Mora, R.A. & Cañas, C (2020). Literacy studies in Colombia: Toward repositioning our field in the circulation of knowledge production. Research in the Teaching of English, 54 (4), 439-441. Núñez-Pardo, A. (2020). Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks. HOW Journal, 27(2), 113–133. https://doi.org/10.19183/how.27.2.566 Patel, L. (2016). Decolonizing educational research: From ownership to answerability. Routledge. Pennycook, A. (2017). Post-humanist applied linguistics. Routledge. Pennycook, A. (2010). Language as a local practice. Routledge. Perry, M. (2021). Pluriversal literacies: Affect and relationality in vulnerable times. Reading Research Quarterly, 56(2),293–309. https://doi.org/10.1002/rrq.312 Piccardo, E. (2019). “We are all (potential) plurilinguals”: Plurilingualism as an overarching, holistic concept. Cahiers de l’ILOB/OLBI Working Papers, 10, 183–204. https://doi.org/10.18192/Olbiwp.v10i0.3825 Sagre, A., Machado, L. P., & Zumaqué, Y. T. (2023). Intercultural teaching practices in the EFL classroom: The case of non‐elite communities. TESOL Journal, 768. https://doi.org/10.1002/tesj.768 Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples (Second edition). Zed Books. Souto-Manning, M., Gail, B., & Rollins, E. (2021). The language and literacy debt: Racialized de-valuations of literacy practices and communicative repertoires. In H.R. Milner IV & K. Lomotey (Eds). Handbook of Urban Education (2nd edition) (pp. 253-266). Routledge. Street, B. V. (1984). Literacy in theory and practice (Ser. Cambridge studies in oral and literate culture, 9). Cambridge University Press. Styres, S. (Kanien’kehá:ka). (2019). Literacies of land. In L. Smith; E. Tuck & W. Yang (Eds.) Indigenous and decolonizing studies in education mapping the long view (pp.24-37). Routledge. The Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(16), 19–47. https://doi.org/10.1111/modl.12301 The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1),60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u Tochon, F.V. (2020) Decolonizing world language education toward multilingualism. In D. Macedo (Ed.) Decolonizing Foreign Language Education. (pp.264-281). Taylor & Francis. Usma, J. (2009). Globalization and language and education reform in Colombia: A critical outlook. Íkala, Revista de Lenguaje y Cultura, 14(2), 19–42. Veronelli, G. (2015) The coloniality of language: Race, expressivity, power and the darker side of modernity. Wagadu: A Journal of Transnational Women’s and Gender Studies, 13, 108–134. Villegas, K., Yin, P., & Gutiérrez, K. D. (2021). Interrogating languaging through power, race, and space in the schooling of translingual student populations. In H.R. Milner IV & K. Lomotey (Eds). Handbook of Urban Education (2nd edition) (pp. 296-310). Routledge.; https://revistas.udistrital.edu.co/index.php/calj/article/view/decolonizing-english-foreign-language

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    المصدر: Homa Publica - Revista Internacional de Derechos Humanos y Empresas; Vol. 6 No. 2 (2022): Actividades extractivas, minería y Derechos Humanos; e:104 ; Homa Publica - Revista Internacional de Derechos Humanos y Empresas; Vol. 6 Núm. 2 (2022): Actividades extractivas, minería y Derechos Humanos; e:104 ; Homa Publica - Revista Internacional de Derechos Humanos y Empresas; v. 6 n. 2 (2022): Actividades extractivas, minería y Derechos Humanos; e:104 ; 2526-0774

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    المؤلفون: Oliveira Vieira, Luciana

    المصدر: Pós - Revista Brasiliense de Pós-Graduação em Ciências Sociais; Vol. 18 No. 2 (2023): Special Issue - Teaching of Sociology in Brazil ; 172-193 ; Pós - Revista Brasiliense de Pós-Graduação em Ciências Sociais; Vol. 18 Núm. 2 (2023): Dossiê - Ensino de Sociologia no Brasil (vol. 1); 172-193 ; Pós - Revista Brasiliense de Pós-Graduação em Ciências Sociais; v. 18 n. 2 (2023): Dossiê - Ensino de Sociologia no Brasil (vol. 1); 172-193 ; 2317-0344 ; 1415-4056

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