Enacting Paulo Freire’s thoughts in the university English as a Foreign Language (EFL) classroom through the analysis of Mo Salah phenomenon in the UK

Anwar, Mochammad Choirul and Wahyudi, Ribut ORCID: https://orcid.org/0000-0001-7124-1678 (2023) Enacting Paulo Freire’s thoughts in the university English as a Foreign Language (EFL) classroom through the analysis of Mo Salah phenomenon in the UK. Enacting Paulo Freire’s Thoughts in the University English as a Foreign Language (EFL) Classroom Through the Analysis of Mo Salah Phenomenon in the UK, 47 (4). pp. 1-7. ISSN 2395-9908

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Abstract

In this paper, we present an example of how the selected texts (on the footballer Mo Salah) can potentially be discussed in the university EFL classroom especially (Critical) Discourse Analysis course using Freire’s seminal work on Critical Pedagogy (CP). We do it by firstly introducing Freire’s concept of CP which includes problem posing education and dialog as elaborated by Durakoglu et al. (2013). Then we move on to highlight the previous works conducted on CP in Indonesian EFL contexts and provide critical analysis of how the particular texts drawn from Anwar’s (2020) unpublished thesis on Mo Salah's phenomenal career could be analyzed using Freire’s concepts. Closing this reflection, we locate this paper within critical approaches to English Language Teaching such as post-method pedagogy and post-structural and post-colonially informed teaching.

Item Type:	Journal Article
Keywords:	Paulo Freire; critical pedagogy; Mo Salah; problem posing education; dialogues; university English as a foreign language classroom
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy 13 EDUCATION > 1302 Curriculum and Pedagogy > 130211 Religion Curriculum and Pedagogy 20 LANGUAGE, COMMUNICATION AND CULTURE > 2002 Cultural Studies > 200211 Postcolonial Studies
Divisions:	Faculty of Humanities > Department of English Language and Letters
Depositing User:	Ribut Wahyudi
Date Deposited:	23 Oct 2023 11:15

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