Переосмислення англійської філології в Індії: соціо-психолінгвістичні проблеми
DOI:
https://doi.org/10.29038/eejpl.2022.9.1.kumКлючові слова:
навчальний план, деколонізація, навчання, англійська література/ мова, Ґанді, Індія, Маколей, публікації, дослідження, методи викладанняАнотація
Стаття присвячена теорії та практиці переосмислення англійської філології (англістики) в Індії у світлі теорій деколонізації. Дослідження пропонує відповідні заходи для вилучення англістики з парадигми Маколея та переосмислення пріоритетів англстики у світлі зміни ролі нової Індії в реаліях однополярного світу, піднесення прагнень середнього класу, а також демократичних та егалітарних потреб. Проєкт «деколонізуючої» освіти на макрорівні та англістики на мікрорівні автор докладно обговорює з посиланням на навчальний план, методи навчання, матеріали, оцінювання, дослідження та публікації та способів навчання. Стаття спирається на трактування нового історизму та враховує сучасні реалії, як-от різні договори й ринкову економіку під час аналізу ситуації. Беручи до увагу різницю між справжнім знанням та колоніальним знанням, у статті автор ставить завдання пошуку колоніальних елементів в англістиці та їхнього вилучення, аби ця дисципліна була змістовнішою. Щоб англістика була актуальною та відповідала потребам сьогодення, автор запропонував деякі кроки, які сприятимуть переосмисленню її й випрацюванню нового підходу до англійської культури, літератури та мови власне з перспективи Індії. У статті також обговорюються різні стратегії, які використовували колишні колонізатори для неоколонізування різних дисциплін на шкоду Глобальному Півдню. Запропоновано практичні пропозиції щодо аспектів деколонізації навчальної програми в контексті психолінгвістики, які допожуть розмежувати викладання літератури та мови в ситуації першої та другої мови.
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