چکیده:
Recognizing the cultural political dimensions of ELT curriculum and instructional materials and the necessity for their contextualization, this qualitative study explores how codes and themes of Language and Literature of Resistance presented in learning by design pedagogy and framed in trilogy of mujaawarah (group gathering), yuhsen (the best possible), and muthanna (quality pair) elaborated by Fasheh (2015), may pave the way for joining foreign language learning and Iranian Islamic Revolution’s pedagogy, pedagogy of resistance, in ELT curriculum development and implementation besides provoking literacy. The findings in this study demonstrated that the ELT curriculum, as marinated in the language and thought of resistance, can bring meaning and life to the act of language learning by providing Iranian language learners with literacy of resistance which invites emancipation from indifference and routine life. This type of literacy, which esteems individual reflections and meaning making, inspires learners to pursue the improvement and transcendence within themselves and their milieu by growing their insight and engagement (commitment to their being).
خلاصه ماشینی:
Growing Literacy of Resistance in “the Curriculum Garden” of Resistance Language and Literature1 Sareh Poursaduqi*2 Sue-san Ghahremani Ghajar3 Muhammadreza Sangari4 Received: 2018/08/14 | Revised: 2018/10/14 | Accepted: 2018/11/06 Abstract Recognizing the cultural political dimensions of ELT curriculum and in- structional materials and the necessity for their contextualization, this qualitative study explores how codes and themes of Language and Litera- ture of Resistance presented in learning by design pedagogy and framed in trilogy of mujaawarah (group gathering), yuhsen (the best possible), and muthanna (quality pair) elaborated by Fasheh (2015), may pave the way for joining foreign language learning and Iranian Islamic Revolution’s pedagogy, pedagogy of resistance, in ELT curriculum development and implementation besides provoking literacy.
In the same vein, the point of departure of this study from mainstream approach is that first in lieu of the analysis of mainstream academic texts in search of the dynamics of power and knowledge, the selected texts and meanings in their different modalities are meaning artifacts of the oppressed who narrate their stories of resistance, struggles and survival; sec- ond implementing this curriculum in Iran Islamic resistance movement tenets and values (represented in LLR) are recognized to be willingly neglected by the political hierarchies of power in the world.
Therefore, adapting these tenets as the educational principles in this work, the researchers developed their ELT curriculum and instructional materials in pedagogical con- tents and acts that can invite learners to discover their own selves and trans- form their being in their English language literacy acts.