The Global Issues Podcast

By: IATEFL Global Issues SIG
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  • Summary

  • The podcast for critical educators that foregrounds global issues in English as a foreign language education. Each episode we discuss a topic affecting the lives of many teachers and learners around the world - themes so often side-lined from our coursebooks and classrooms, but that we think should be brought to our students' attention, so that they can challenge, amplify and act upon them.
    Copyright 2021 IATEFL Global Issues SIG
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Episodes
  • S1 Episode 6 - Critical Pedagogy

    S1 Episode 6 - Critical Pedagogy
    Dec 23 2020
    Steve Brown invites us to challenge the neoliberal hegemony in ELT. GISIG: gisig.iatefl.org JOIN: iatefl.org/get-involved/membership RESOURCES: https://stevebrown70.wordpress.com/2019/06/30/which-side-are-you-on-iatefl-in-a-messed-up-world/ https://scottthornbury.wordpress.com/2010/09/18/g-is-for-grammar-mcnuggets/ https://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed https://www.icrea.cat/Web/ScientificStaff/david-m.-block--allen-549 https://iris.ucl.ac.uk/iris/browse/profile?upi=JGRAY79 https://www.dcu.ie/salis/people/marnie-holborow https://www.derby.ac.uk/staff/james-avis/ QUESTIONS 02:09 For those who haven’t read your article (‘Whose side are you on? IATEFL in a messed-up world’), what was it about? 03:57 Should IATEFL have a more prominent role in advocacy, in your opinion? 06:54 What do you mean exactly by ‘dominant ideologies’? 11:45 Could you tell us a little bit more about the origins of critical pedagogy? 18:35 Why is Freire’s work (relatively) so unknown within ELT? 21:54 In your work you talk a lot about ‘The Emancipation Continuum’ as a model for education. What is it and why is it important? 28:19 Do you think that critical pedagogy is promoted in academia? 31:47 How can we enact a contemporary critical pedagogy in ELT? 38:56 On a practical level, what does that mean for individual teachers, or institutions? If they want to take a more emancipatory approach, what should they do? 44:44 How do you bring education for emancipation into your own work? DISCLAIMER Views expressed in The Global Issues Podcast or other GISIG publications are not necessarily those of the editor(s), of the IATEFL GISIG, of IATEFL or its staff or trustees.
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    19 mins
  • S1 Episode 5 - Indigenous Communities

    S1 Episode 5 - Indigenous Communities
    Oct 26 2020
    Elizabeth Bekes describes her experiences working with the Achuar in the Ecuadorian Amazon. GISIG: gisig.iatefl.org JOIN: iatefl.org/get-involved/membership RESOURCES: https://www.workaway.info/en/host/199873881424 https://teflequityadvocates.com/2017/07/31/why-nnests-international-english-and-the-implications-for-teacher-development QUESTIONS 01:22 How did you come to work with indigenous communities in Ecuador? 02:54 Could you tell us a little bit more about the project? 03:59 What was your life like day-to-day on the project? 05:12 Did you eat well when you were with them? 05:43 Could you tell us a bit more about the Achuar? 06:44 What were the benefits and drawbacks of working in a jungle environment? 08:57 How do you think involving the students in the creation of their own coursebook impacted on their learning? 12:56 What kind of English were you teaching your students? What exactly did they need it for? 15:51 What are currently the biggest threats to indigenous communities in Ecuador, and in particular the Achuar? 17:31 Did all of your students speak Spanish? 18:56 Do you see the spread of English and Spanish as an existential threat to the indigenous languages of the Achuar, or as an opportunity? 20:00 What do you think are the attitudes of people in these communities towards the more globalised world that we’re living in today? 21:33 How did globalisation affect you personally, as an English teacher? 23:00 What did this work teach you? 26:17 What advice would you give to other teachers who might be working in a similar context with indigenous communities, perhaps in other parts of the world? DISCLAIMER Views expressed in The Global Issues Podcast or other GISIG publications are not necessarily those of the editor(s), of the IATEFL GISIG, of IATEFL or its staff or trustees.
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    13 mins
  • S1 Episode 4 - Extinction Rebellion

    S1 Episode 4 - Extinction Rebellion
    Sep 22 2020
    Julietta Schoenmann tells us about her ongoing teacher-activism in response to the climate emergency. GISIG: gisig.iatefl.org JOIN: iatefl.org/get-involved/membership RESOURCES: https://rebellion.global/ https://www.greenpeace.org.uk/ https://www.facebook.com/gretathunbergsweden/ https://friendsoftheearth.uk/ https://350.org/ https://michaelmann.net/ https://www.monbiot.com/ https://naomiklein.org/ QUESTIONS 01:40 Why is the climate crisis such an important issue for you personally? 02:24 Could you tell us a little about how the language of climate activism has changed and why this is important to the cause? 04:57 Who do you think is driving this change in the language? 05:15 Do you raise these linguistic changes with students in class? 05:27 How do we contribute to the climate emergency as an industry? 06:50 What do you think about the way that the climate emergency has been presented in ELT coursebooks? 08:20 Could you tell us a little about Extinction Rebellion (XR) and what it aims to achieve? 11:33 Is XR a global movement? Does it have a presence in the Global South? 14:14 Has XR made any inroads into education? 15:47 What does the symbol of XR represent? 16:42 Is direct action the best way to bring about positive social or environmental change? 21:20 What can we in ELT learn from the work of XR? 23:15 What would you say to those who might feel overwhelmed by the scale of the climate emergency? 26:48 What are the dangers of denying the science on climate change? 28:50 How can we help students to fact check? 30:45 What action can individual teachers take to reduce their impact on the environment? DISCLAIMER Views expressed in The Global Issues Podcast or other GISIG publications are not necessarily those of the editor(s), of the IATEFL GISIG, of IATEFL or its staff or trustees.
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    16 mins

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