Pedagogy(ies) in English Language Teaching and Teacher Education: Tensions and Imagined Futures in Colombia

In a field long shaped by the hegemony of English and by a pedagogical notion perspective presented as universal, Pedagogy(ies) in English Language Teaching and Teacher Education: Tensions and Imagined Futures in Colombia unsettles the apparent neutrality of the term pedagogy. This book begins from a pressing concern: how has pedagogy operated as a colonial category regulating knowledge, practices, and imaginaries in English Language Teaching (ELT) and Teacher Education (TE)? Grounded in the Colombian context and written from a decolonial, embodied stance, the work pluralizes pedagogy into pedagogies to displace its monolithic meanings and to open its pluriversal possibilities. Across four chapters, the author examines colonial, critical, and apocryphal configurations of pedagogy; interrogates their entanglements with neoliberal agendas and bilingual policies; and imagines alternative futures for ELT beyond instrumentality. Through sustained reflexivity and dialogue with diverse theoretical work, the book exposes the mechanisms that have rendered pedagogy a captured signifier and proposes its re-signification as bio-praxis (i.e., a lived, relational, and politically situated practice). Addressed to English teachers, teacher educators, researchers, graduate and undergraduate students, and policy actors, this book invites readers to inhabit the cracks of pedagogy and to rethink its role as a site of struggle, transformation, and mostly imagination.