In the current field of action of the pedagogy of languages, efficient, inclusive and dynamic teaching methods are needed; just this work will present the intercultural method through didactic evidences （pedagogical ...In the current field of action of the pedagogy of languages, efficient, inclusive and dynamic teaching methods are needed; just this work will present the intercultural method through didactic evidences （pedagogical sequences） that have proved their functionality in the teaching rooms of the English in a Spanish-speaking context, as is Mexico. Without forgetting that interculturality is defined according to Cassany （2016） as an ideological current that is that each language of the world is a representative tool at the service of a culture and that said culture in a society is a mental and attitudinal representation to the world where a certain society is based. Then interculturality seeks to develop intercultural skills in the users of languages （Anglo-Hispanic）.展开更多
The neo-liberal re-positioning of the educational-explorative realm to a vocational market-confinement has already impacted quite heavily on the educational sector in England and Wales and is now being imposed on a Eu...The neo-liberal re-positioning of the educational-explorative realm to a vocational market-confinement has already impacted quite heavily on the educational sector in England and Wales and is now being imposed on a European wide scale. However, global as well as European students＇ protests illustrate that resistance to this ideology is gathering pace, and not only involves students and academics but also reaches wider parts of societies. This paper seeks to demonstrate the need for critical pedagogical practices that seek to sensitise students to the modes of current ＂conditions of domination＂. It further suggests critical criminologists to foster and engage in a process of public, intellectual, and intercultural exchange of ideas about education and educational institutions away from merely rationalistic, one-dimensional and profit-orientated ambitions toward a multitude of exchanges about meanings and purposes of such important socio-cultural and political institutions and processes that shape ＂subjectivities＂, inter-subjectivities and thus entire socio-cultural and political spheres. Such processes and active engagements are crucial to the agenda of critical criminologists, and perhaps most importantly, vital to the continued existence of a critical criminology that understands itself as proper ideology critique.展开更多
文摘In the current field of action of the pedagogy of languages, efficient, inclusive and dynamic teaching methods are needed; just this work will present the intercultural method through didactic evidences （pedagogical sequences） that have proved their functionality in the teaching rooms of the English in a Spanish-speaking context, as is Mexico. Without forgetting that interculturality is defined according to Cassany （2016） as an ideological current that is that each language of the world is a representative tool at the service of a culture and that said culture in a society is a mental and attitudinal representation to the world where a certain society is based. Then interculturality seeks to develop intercultural skills in the users of languages （Anglo-Hispanic）.
文摘The neo-liberal re-positioning of the educational-explorative realm to a vocational market-confinement has already impacted quite heavily on the educational sector in England and Wales and is now being imposed on a European wide scale. However, global as well as European students＇ protests illustrate that resistance to this ideology is gathering pace, and not only involves students and academics but also reaches wider parts of societies. This paper seeks to demonstrate the need for critical pedagogical practices that seek to sensitise students to the modes of current ＂conditions of domination＂. It further suggests critical criminologists to foster and engage in a process of public, intellectual, and intercultural exchange of ideas about education and educational institutions away from merely rationalistic, one-dimensional and profit-orientated ambitions toward a multitude of exchanges about meanings and purposes of such important socio-cultural and political institutions and processes that shape ＂subjectivities＂, inter-subjectivities and thus entire socio-cultural and political spheres. Such processes and active engagements are crucial to the agenda of critical criminologists, and perhaps most importantly, vital to the continued existence of a critical criminology that understands itself as proper ideology critique.
