Encounters with 'strangers' : towards dialogical ethics in English language education

Kostogriz, Alex and Doecke, Brenton 2007, Encounters with 'strangers' : towards dialogical ethics in English language education, Critical inquiry in language studies, vol. 4, no. 1, pp. 1-24.

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Title Encounters with 'strangers' : towards dialogical ethics in English language education
Author(s) Kostogriz, Alex
Doecke, Brenton
Journal name Critical inquiry in language studies
Volume number 4
Issue number 1
Start page 1
End page 24
Total pages 24
Publisher Routledge
Place of publication Philadelphia, Pa.
Publication date 2007
ISSN 1542-7587
Summary This article takes the inquiry into 'nativeness' and 'non-nativeness' to the level of developing an ethical framework for professional practice in English language education. In so doing, our aim is firstly to use the 'sociology of the stranger' as a framework to problematize discourses on the Other and Othering. We shall argue that these discourses are sedimented in the modernist project of perpetual purification in which "order making ... becomes indistinguishable from announcing ever new abnormalities, drawing ever new dividing lines, identifying and setting apart ever new strangers" (Bauman, 1997, p. 11). Our next step is to open up the possibility of transcending these discourses in education through a dialogical ethics of respecting the otherness in the Other. Pedagogy based on the ethics of dialogical recognition emphasizes the value of difference in learning through the 'surplus of vision' that the Other provides for constructing new meanings and new ways to mean (Bakhtin, 1981; Levinas, 1969). The recognition of 'the foreigner in the self' has significant pedagogical implications for language educators and marks the movement from ethics to politics.
Language eng
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2007, Lawrence Erlbaum Associates, Inc.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024391

Document type: Journal Article
Collection: School of Education
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