Nineteenth International Conference on Interdisciplinary Social Sciences

Abstract

Although the English language (EL) has been spread through colonization, can the EL classroom be used as a critical space for social change and decolonization? This paper begins with the theoretical framework of critical education for social transformation drawing from radical educators. In addition, findings of a qualitative research exploring the experience of radical EL educators as well as students who identify as activists will be shared. Moreover, a digital manual created to be used in the classroom is shared. This manual was developed and piloted once in the University of Toronto and a second time in the University of Rojava. The aim of these classes were to develop the theory and practice of teaching the English language for the purpose of social change.