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Fostering a critical consciousness in ELT: incorporating a women, gender and

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Fostering a critical consciousness in ELT:

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course in a bilingual education university program
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Cristine Khan

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PEDAGOGY, CULTURE & SOCIETY
https://doi.org/10.1080/14681366.2019.1649713

Fostering a critical consciousness in ELT: incorporating

a women, gender and sexuality course in a bilingual
education university program in Bogota, Colombia
Cristine Khan
Department of Bilingual Education, Institución Universitaria Colombo Americana-ÚNICA, Bogota, Colombia

ABSTRACT KEYWORDS
This article presents a systematization of experiences of a course Gender; sexuality; ELT;
called ‘Women, Gender, and Sexuality’ in a bilingual education pro- critical pedagogy; bilingual
gram within a teachers’ college in Bogotá, Colombia. In Colombia, education
there has been a recent controversial movement to address gender
and sexuality in the classroom and in policy. The study provides an
account of experiences that examined students’ reflective journals
throughout the implementation of the course. In doing so, it under-
scores the importance of highlighting gender and sexuality within
English language teaching (ELT) curriculum and teacher education
programs; such topics aid students in debunking stereotypes, foster-
ing empathy and forming their teacher identities. These are pertinent
topics within the current ELT training courses as they encourage
inclusive classrooms through representing unrecognized narratives
and promoting a critical consciousness. Within the Colombian con-
text, the construction of narratives and consciousness are also impor-
tant for the post- conflict transition into a peaceful and inclusive
society.

Introduction
In Colombia, there are over 15 degree programs in foreign or modern languages,
bilingual education, and English that focus largely on educating university students to
become language teachers (Álvarez-Valencia 2014). Interestingly, these programs tend
to teach the formal aspects of language itself and certain related cultural aspects
without observing the multifaceted nature of language, teaching, and social acceptance
(Pennycook 1994). At the same time, the Colombian government has recently attempted
to incorporate more curricula on topics addressing diverse identities within grade school
classrooms. However, these initiatives have been contentious, and oftentimes guides
and booklets produced by the Ministry of Education are overlooked (Álvarez Valencia
2014). More recently, a booklet released on gender and sexual diversity in the classroom
led to protests and backlash throughout the country.
This research study was instantiated in a classroom initiative inspired by personal
experiences as a Sociologist within a Bilingual Education department at a small university

CONTACT Cristine Khan khan.cristine@gmail.com Department of Bilingual Education, Institución Universitaria

Colombo Americana-ÚNICA, Bogota, Colombia
© 2019 Taylor & Francis Group, LLC
2 C. KHAN

in Bogota, Colombia. Though there are courses offered on language, culture, and identity,
I found very limited space to explore topics such as class, race, gender, and sexuality.
I recognized the importance of expanding on issues related to diverse identities, specifically
gender and sexuality. In addressing the concerns of students interested in a deeper discus-
sion of these topics, I initiated and taught an elective course called, ‘Women, Gender, and
Sexuality.’ In Colombia, concerns related to such topics are often infused with contrasting
political ideologies mixed with the burgeoning influence of the church. Hence, after starting
the course, I received critiques from both students and teachers alike about its relevance in
a Bilingual Education Teaching program. Using a qualitative approach, the article system-
atizes the experiences of students in this course, aiming to showcase the course’s relevance
within academic programs. I first revise the incorporation of curricula related to gender and
sexuality in Colombia (Rodríguez-Rondón 2017). I then survey how teacher education in
English programs has been developed, and I point towards critical pedagogy as a tool for
bringing light to such topics in the ELT classroom (González-Moncada 2010; Rodríguez-
Bonces 2011). On analyzing the students’ reflective journals and group interview responses,
it is noticeable that this course may help to debunk stereotypes, foster empathy, and
construct students’ self-identity helping shape their roles as future teachers. I will suggest
that incorporating a course on Women, Gender, and Sexuality in any teacher education
curriculum cultivates a critical consciousness that permits the recognition of diverse iden-
tities, ultimately leading to more inclusive classrooms; this is essential to sustaining a more
peaceful, post-conflict society in Colombia.

Discussions and challenges about gender and sexuality in Colombian

schools
Topics on gender and sexuality have become more prevalent in Colombia due to recent
events, but have historically gone unrecognized in the education system; there is
a disparity between educators and the government in encouraging focus on these
topics (Aparicio-Erazo 2009; Osorio-Cardona 2016; Rodríguez Rondón 2017). Although
the national and local governments have attempted to promote gender and sexual
diversity in teacher education and public schools, they have mostly been met with
backlash (Rodríguez Rondón 2017). Rodríguez-Rondón (2017) underlines how two spe-
cific events in 2016 undermined the activism and progression around transforming
hierarchies of gender and sexuality within a heteronormative framework.
After the 2014 suicide of a high school student, Sergio Urrego, who left a note
explaining that he was bullied by both students and faculty in his high school because
of his sexuality, the Colombian Constitutional Court determined that his suicide was
incited by discrimination, and mandated that the Ministry of Education revise school
manuals (Rodríguez Rondón 2017; Londoño 2016. Therefore, in 2016, the Ministry of
Education released a booklet on teaching about gender and sexual diversity in public
schools, called ‘Ambientes escolares libres de discriminación: orientaciones sexuales
e identidades de género no hegemónicas en la escuela. Aspectos para la reflexión’
(Schools Free of Discrimination: Non-Hegemonic Sexual Orientations and Gender
Identities in the school. Aspects to reflect on) (Ministerio de Educación Nacional et al.
2016). This booklet, in partnership with international entities such as UNICEF and UNDP,
attempted to encourage inclusion and freedom of expression in schools. It also
 PEDAGOGY, CULTURE & SOCIETY 3

recognized that such groups have historically suffered discrimination, and addressing
this in schools would enable ‘the constructions of communities within schools, the
construction of citizenship, and the promotion of sexual and reproductive rights’
(Ministerio de Educación Nacional et al. 2016, 11). In thinking about citizenship, they
argued that teaching such topics would more specifically enhance three aspects: peace
and community, democratic responsibility and participation, and the recognition and
valorization of differences (Ministerio de Educación Nacional et al. 2016, 12).
Though the document presented a critical and thoughtful analysis of different
notions stemming from gender and sexual diversity, it was not well received by the
heavily conservative general public. False pornographic images were released claiming
to be part of the material, which sparked massive protests against what was considered
the ‘colonization of homosexual agendas’ (Rodríguez Rondón 2017). This subsequently
led to a movement deriding the booklet for promoting a ‘gender ideology.’ Former
president and senator, Álvaro Uribe, spoke out claiming that these were documents that
‘abused’ minors by going against the ‘nature of the family’ (Rodríguez Rondón 2017). In
the same year, the peace agreement referendum was drafted in order to end a 50-year
armed conflict between the guerrilla group, FARC and the Colombian state. Rodríguez
Rondón (2017) argues that the clause recognizing and protecting the discrimination of
LGBTQ people affected by FARC was a significant reason for the initial recoil against the
agreement, which resulted in the popular vote against the 2016 referendum.
These two events were key to framing this research; I was teaching a course titled,
‘Language, Culture, and Identity’ in Bogota when both took place. After hearing mixed
reactions to these controversies from both students and teachers, I dedicated more time
to discussing gender and sexual identities in my classes. Interestingly, I found that
students continuously wanted more information; even at college level, they had never
learned about these topics. Osorio-Cardona (2016) argues that if Colombia wants to
transition to a fully peaceful society, it must eliminate these barriers that enable
discrimination and exclusion. In doing so, teachers could take a role in constantly
forming, transforming, and researching to become ‘agents of change of themselves,
their students, and their communities’ (Osorio Cardona 2016, 144). With this in mind, the
following sections examine how language teachers can be agents of change through
addressing gender and sexuality in the classroom.

English language teaching in Colombia

In exploring language teaching in Colombia, various scholars identify a pressing need to
enhance training and teacher development with a critical lens (González-Moncada 2009;
Mejía 2006; Usma 2009). González-Moncada (2009) calls for more educated English and
Spanish teachers; current models used by the National Program of Bilingualism for
Bilingual Colombia incorporate a business-focused use of language development. The
Bilingual Colombia program has been set up to make Colombia more competitive within
a globalized world (Usma 2009, cited in González-Moncada 2009). In doing so, it does
not educate teachers to look beyond the idea of language development as a stimulus
for entering the global market. Therefore, González-Moncada argues that ‘Educators
need to become involved in questioning how and what they teach. Pedagogy is a critical
and political practice. Pedagogy is not a commodity applied in any context’ (201). She
4 C. KHAN

expands on this research in a later study underlining how the Bilingual Colombia
program follows colonial practices, imposing a European framework without integrating
local practices (González-Moncada 2010). Therefore, it is important to challenge these
colonial practices by incorporating local knowledge and discourses, especially when
considering the professional development of teachers.
Another common incorporation of language education in Colombia has been through
Content and Language Integrated Learning (CLIL) approaches, which aim to foster more
content within language courses (Álvarez Valencia 2014). In many ways, CLIL approaches
have been utilized to move away from solely language-centered approaches in schools.
Rodríguez-Bonces (2011) notes that this requires, ‘teaching specific concepts before teach-
ing a language’ (2011, 85). In doing so both core areas and language development, are
necessary when pursuing a degree in language instruction. CLIL can enhance bilingual
programs but needs better preparation and instruction (Rodríguez-Bonces 2011).
CLIL approaches are largely implemented through content courses that focus on
culture (Fandiño 2014). Many programs contain courses such as Intercultural
Communication or Anglophone Literature. Fandiño (2014) pinpoints the language class-
room as an intercultural space, that should, ‘go beyond a superficial celebration of
difference and incipient inclusion of diversity so that they can critically examine how
social and cultural practices are constructed, legitimated, and contested’ (90). De Mejía
(2006) presents a similar approach in critiquing the term bilingualism which is often tied
to an essentialized idea of culture that attributes inherent characteristics to cultures such
as phenotypes or language; this essentialism permits the promotion a hegemonic
perception of western culture and philosophy in the global south. De Mejia (2006)
argues that bilingualism has masked the plurality of languages in Colombia and the
indigenous languages of many multilingual Colombians. In representing and prioritizing
the ideas of Western Anglophone cultures in their classrooms, local teachers tend to
undermine and evade local cultures (De Mejía 2006).

Critical pedagogy and English language teaching

Critical pedagogy is a tool for educators in all areas to engage in a student-centered
approach that emphasizes self-reflexivity by incorporating one’s social environment as
a key source of knowledge for social equity and justice (Freire 1970; Pennycook 1994).
Paulo Freire, considered the ‘father’ of critical pedagogy, stated that this form of
pedagogy permits liberation and social transformation as education is made to further
oppress the ‘oppressed’ (Freire 1970). Giroux (2010) expands on this to show how critical
pedagogy is vital to making education political and more democratic. He states,

Critical pedagogy, unlike dominant modes of teaching, insists that one of the fundamental
tasks of educators is to make sure that the future points the way to a more socially just
world, a world in which the discourses of critique and possibility in conjunction with the
values of reason, freedom, and equality function to alter, as part of a broader democratic
project, the grounds upon which life is lived. (2010, 717)

In using the framework of critical pedagogy, educators have a responsibility to behave

as ‘public intellectuals,’ and make education more political in any teaching space.
 PEDAGOGY, CULTURE & SOCIETY 5

Educational spaces are sites where biases are formed and transformed, but not often
debunked; critical pedagogy may acknowledge and provide tools to tackle these biases.
Critical pedagogy has also been used as a way to incorporate the cultural component
within ELT. However, most studies documenting these practices are older; as societies
become increasingly interconnected, teachers must take agency in their processes to
promote inclusive classrooms (González-Moncada 2010). Critical pedagogy can be used
as a tool to foster inclusivity in the language classroom on both local and global scales
(Penycook 1990; Akbari 2008). In studying this context, Pennycook’s (1990) research
highlights how language is intertwined with culture and the attitudes that are trans-
mitted within this intercultural space. She argues that critical pedagogy, ‘examines
schools both in their contemporary sociopolitical context and in their historical context’
(1990, 308); this includes the recognition of students’ lived experiences and their
incorporation into the classroom.
Crookes and Lehner (1998) note that oftentimes ESL or EFL teachers are already
conditioned to believe that they are ‘contributing to general welfare simply by helping
people to communicate’ (320). Therefore, the discourse of critical pedagogy is often
scarce within teacher education programs for ESL/EFL teachers. However, they contend
that it should not be taken as a method, rather as an educational process focusing on
‘how language can affect personal and social change’ instead of just the teaching of
a language (1998, 327). The nuances of language can be a tool for this change to occur
and to address societal issues and critiques in the classroom.
A study conducted in Brazil illustrates that English teachers are not entirely aware of
the critical pedagogy despite large educational movements in the 1990s generated from
Freire’s theory (Pagliarini-Cox and Assis-Peterson 1999, 449). They argue that educators
of English should incorporate this practice in order to view the act of teaching as
a ‘political act.’ In doing so, English should be politicized as something sustaining
multiple layers of culture, power, and identity. The authors contend,

We need to question the principles, the methods, and the curriculum that have dominated
undergraduate courses for English teachers, and we need to do so with them while we are
teaching them. (Pagliarini Cox and De Assis-Peterson 1999, 449)

Akbari (2008) recognizes this need for teachers to integrate critiques by addressing the
plurality of experiences of learners. However, he suggests that the local context is
important in addressing these concerns within the classroom, but can also limit the
ways in which teachers teach and how both curriculum and methodology are incorpo-
rated; there is a mismatch between what ministries use to measure English teaching and
the socio-political context. Therefore, he argues that critical pedagogy can only be truly
implemented once the local contexts and teachers have dominant voices that grant
more change.
Abednia and Izadinia (2012) exemplify this idea by showcasing their local Iranian
context where they implemented critical literacy exercises in a first-year university class.
They found that, in their culturally and politically conservative context, they were able to
use critical pedagogy as a basis to address issues such as gender and sex (Abednia and
Izadinia 2012). They state,
6 C. KHAN

Given the significance of local experiences and concerns in critical approaches to education,
EFL teachers can make use of the existing historical records and documents as well as their
own and learners’ lived experiences related to these events as a springboard for critical
reading, reflection, and discussion in the classroom. (350)

Nevertheless, it is essential to emphasise that critical pedagogy carries the risk of

indoctrination (Williams 2004; Jeyaraj and Harland 2016). Williams (2004) states that,
‘Being critical is not a matter of uncritically applying the politically correct theories of
fashionable thinkers: rather it is a matter of keeping an open and critical mind in respect
both of our work as educators and also of pedagogic theory.’ In using critical pedagogy
to conduct intercultural training within language education, educators must also be
cognizant of the role of languages, especially the hegemonic presence of English, in
shaping stereotypes and in recreating notions of culturally pertinent topics. In doing so,
it is necessary to exert reservation in potentially proselytizing students into a certain
political ideology and consider that ELT is rooted in adopting a neutral stance (Joseph
Jeyaraj and Harland 2016). Educators employing critical pedagogy are inherently moti-
vated by a specific ideology. However, this does not signify that such an ideology is
promoted in the classroom through the tools of critical pedagogy; instead, it introduces
dialogue and agency for students in free-thinking and forming more grounded ideas
about difficult topics (Joseph Jeyaraj and Harland 2016). Therefore, educators must use
this tool to not impose ideas, but rather stimulate critical thinking and independent
thought about complex topics. At the same time, they must be self-reflexive about how
certain issues are addressed and taught in the classroom.

Gender and sexuality in english language teaching

The increasing presence of critical pedagogy within language teaching can be linked to the
perceived necessity to include topics on gender and sexual diversity in the language
classroom. In general, culture is seen as an integral part of language learning and teaching.
Many note that the dynamics of gender and sexual identity are inherently intertwined
within the field of intercultural communication (Kramsch 1995; Byram 2008). However,
when we think of culture, there is a tendency to celebrate specific moments or traditions,
but not to critically explore the nuances of culture, society, and language. Fandiño (2014)
notes that culture should manifest into intercultural learning that showcases how social and
cultural practices are constructed with ‘unequal relations of power’ (88).
Kramsch (1995) asserts that ‘material culture is constantly mediated, interpreted, and
recorded – among other things – through language’ (1995, 85). In language teaching,
culture unfolds in the universal, national, and local levels. As this research looks specifically
at a course on Women, Gender, and Sexuality it is important to consider how these topics
have been addressed within teaching and English language teaching. Critical pedagogy is
a tool that supports such curriculum implementation (Norton 2008).
There is a dearth of educational programs that incorporate topics related to gender
and sexuality into their curriculum (Pearson and Rookee 1993; Weiner 2000). Weiner
2000) contends that although globally, teaching is a female-dominated profession, there
is a fear of incorporating feminist thought into teacher education. This results in a lack of
critical reflection to promote social change about the systemic discrimination aganist
 PEDAGOGY, CULTURE & SOCIETY 7

women. She states that teachers in training are not able to, ‘utilize the theoretical and
praxis insights of feminism to challenge, for example, the derogation of the largely
female profession, of teachers and teacher educators or the contradictions between
professionalism and women’s work’ (Weiner 2000, 244). In this way, incorporating
a perspective on gender and sexuality can, not only help in shaping more inclusive
teachers, but also allow pre-service teachers to reflect on their own identity and future
roles as educators.
Pavlenko (2004) illustrates how gendered divisions in access to language programs
should be recognized within the field of language teaching. She also observes that the
nuances of language can affect interactions about gendered and sexualized topics such as
sexual harassment; she provides the example of a French textbook series that was
denounced for its use of sexist images and language (2004, 65). However, many argue
that this critique was informed by an American view of sexism. Pavlenko notes that certain
expressions in some cultures may not be directly translated into phrases in English or have
a negative meaning. Therefore, she advocates for a critical feminist approach to language
teaching rooted in critical pedagogy as this allows for inclusivity, engagement, and authen-
ticity within the English classroom. At the same time, Robinson and Ferfolja (2010) maintain
this idea by showing how pre-service teachers often reproduced stereotypes and biases in
school settings and university classrooms in Australia. They call for the incorporation of skills
and knowledge that . . . ‘redress the homophobic attitudes, harassment, and violence that
occur in schools daily.’ (127). They claim that teachers must incorporate a more ‘inclusive
curriculum’ and ‘equitable teaching practices’ (127).
Interestingly, more recent movements around gender have stimulated concern for
and awareness of these topics. In the U.S., the burgeoning #metoo movement has
deeply influenced discussions in the classroom and mainstream coverage on masked
issues such as gender violence and gender fluidity. Though it can be noted that
incorporating such topics in the global south may be a form of cultural imperialism,
the pertinence of such topics is notable in the current Colombian context (Fandiño
2014; Rodriguez-Rondon 2017). The popularity of such issues in mainstream media
should not undermine its importance in the everyday lives of individuals.
Additionally, language teaching has been more recently connected with a liberal
education, viewing language as something that ‘constructs, rather than reflects
“reality.”’ (Williams 2019, 3). The language of gender implies learning about how
gender is influenced by the language we use and vice versa, which is increasingly
pertinent in the language classroom. Williams (2019) highlights how certain words in
different languages can uphold stereotypes about the nature of masculinity and
femininity. Therefore, language education must seek to break down these notions
in order to present a more liberal awareness of the dynamics unfolding within
a language itself (Williams 2019).

Research context
The Institución Universitaria Colombo Americana (ÚNICA) is a small teacher’s college
specializing in Bilingual Education. It offers a 5-year BA program that educates about 150
students at any given time to become Bilingual Education teachers in Colombia. The
courses are cover nine areas: English; Research; Education; Linguistics and Language;
8 C. KHAN

History, Civilization and Culture; Literature; Social Support; Administrative Support; and
Electives.

Course design and content

The course, Women, Gender, and Sexuality was an elective designed as a result of
requests from the students to expand on these topics. After consulting various syllabi
from other universities, I designed an outline of the course topics and materials. Once
the course was started, I deliberated with students and added and eliminated material
based on their needs and demands. This collaboration allowed me to provide an over-
view of pertinent topics related to teaching and identity within the fields of gender and
sexuality. The end project was a resource blog that we collaboratively designed to
provide more knowledge for future educators and students1.

Methodology
Type of study
A systematization of experiences stems from Freire’s ideas of critical pedagogy and
emerges from a movement in Latin America for popular education (Campos et al. 2012).
Popular education makes education political by allowing different actors to construct
their own educative environment and self-reflect on the connections between the past
and the present (Torres-Carrillo 2010). Remembering the past in historical contexts
within Latin America is meaningful and necessary in education (Torres-Carrillo 2010).
Popular education involves significant reflection, questioning, and remembering experi-
ences throughout the process of education, which has also been incorporated into the
process of systematizing experiences.
Although the methodology of carrying out a systematization, an inherently qualita-
tive approach, is reflective and requires an open-ended format, there are four factors to
consider when doing this type of research: a conceptual framework understanding goals
and objectives; a context, the general environment; characteristics of the participants;
and the implementation, results and impact (Selener, Purdy, and Zapata 1998). Table 1
outlines these four characteristics in relation to this study.
Systematization provides seven specific aspects: a collective production of knowl-
edge; an awareness of the complexity of the practices; a documentation of the
process; a critical interpretation of the logic that shapes the experience; enhance
the social intervention; and an expansion of knowledge around the practice (Torres-

Table 1. Outline of systematization.

(1) Conceptual Framework Goals: To understand the effects of a course on women, Gender and
Sexuality within a Bilingual Education program
Objectives: To consider students’ development as future teachers in
talking such a course
(2) General Environment Bilingual Education program in a teachers’ college with 150 students
in Bogota, Colombia
(3) Characteristics of Participants 9 students, 5 female and 4 male participants from age 20 to 27
(4) Implementation, results, and impact 18-week course 2 days a week with collective structuring of syllabus.
Finalized with student created resource website.
 PEDAGOGY, CULTURE & SOCIETY 9

Carrillo 2010, 213–214). In this way, a systematization can occur with projects, events,
classes, and experiences that are continuous. In short, systematizing enables reflec-
tion on the quality and practices that were implemented while allowing the partici-
pants room to shape the material and results of the process; the main objective is to
learn from each other.
The methodology chosen as part of the course permitted students to critically self-reflect
through journals. Reflective journals are used largely in language teacher education in order
to reflect on teaching and learning processes that can help them as future teachers (Farrell
2008). As this course was proposed and carried out with the input of students and myself,
the teacher, there was an inherent investigative approach to how it developed. Students
were agents in shaping the topics of their interests and in contributing materials and videos.

Data collection and analysis

Data collection aims to construct a narrative of the historical process of what is being
systematized. This can be done through workshops, interviews, journals, or any other
activity that encourages participants to reflect on the process; in this case, the process of
participating in a class on Women, Gender, and Sexuality (Falkembach and Carrillo 2015).
As I was the teacher facilitating the content of this course, students were aware that it
would lead to an academic evaluation of the class to stimulate its inclusion within the
university curriculum. We collectively asked the question, what is the significance of such
a class in our role as future teachers? In order to answer this, together we agreed that
students would write at least six journal entries throughout the course to express their ideas
and thoughts about the topics in class in a very open-ended manner. Though students
could have tailored their journals to align with critical perspectives of each topic, they were
encouraged, and often prompted, to challenge perspectives brought up in class.
The journals were part of the implementation of the course and served to and
provide a critical interpretation of the knowledge gained in the process. Students
wrote at least two journals each trimester or six in total. They were reviewed every
three weeks by the teacher and any problems or challenges were discussed in class.
Field notes were also taken weekly by the researcher in order to reflect on students’
interactions in the classroom; students were aware of this from the beginning of the
course. At the end of the course, a group interview was conducted to reflect on the class
and the teaching. This process of data collection provided the means to collect inquiries,
teaching, and, ultimately leading to a common understanding of the topics in relation to
the world we live in, which is an inherent part of a systematization. As Herout and
Schmid (2015) write,
Systematization considers the inner dynamic, the particular social, cultural, economic,
historical and political context. It is an individual and collective learning process performed
and facilitated by the stakeholders of the experience themselves. (65)

Analysis of students’ perceptions

Data analysis when doing a systematization of experiences is wholly reflective and
includes processing data and defining categories that ‘facilitate data grouping’
10 C. KHAN

(Falkembach and Carrillo 2015, 9). The analysis should prompt interpretation in which
the participants can think about the challenges that come from this critical reading of
the experience. In doing so, it is necessary to be descriptive in presenting the analysis
and interpretation (Falkembach and Carrillo 2015). Therefore, the data were reviewed
throughout the course, and in the end, three categories emerged as common threads in
the coding process. Students were given pseudonyms, as many were concerned about
using their names to report the data.
In observing the data collected through reflective journals, field notes, and the group
interview, there were three pertinent factors that suggest the importance of such topics
in developing students’ identities as future teachers. The data illustrated the significance
of this course in shaping students’ perceptions and in challenging them to look beyond
preconceived notions about such topics. This course was able to incorporate the frame-
work of critical pedagogy to give agency to students by debunking stereotypes, foster-
ing empathy, and allowing a critical reflection on self-identity. At the same time,
students noted that such a course should, in future, be offered students with a focus
on pedagogy and less of a theoretical approach; they also commented that certain
classes were largely based on theory, without including pedagogical components or
direct discussions about the classroom setting.

Debunking stereotypes
Many of the students taking the course had prior knowledge of some of the topics from
previous courses. Even so, despite this apparent interest, some topics were taboo to
students in the classroom (Field Notes, February 16th). This occasioned reflection on the
role of stereotypes in dictating how we interact with others, and in specifically consider-
ing the role of gender and sexuality as constructed parts of one’s identities. Stereotypes
are formed based on the need to demarcate the ‘other’ as distinct and having inferior
qualities (Khan 2019). The educator is intertwined with the power to shape students’
beliefs and their abilities to critically question societal values and shortcomings. Studies
have shown that language teaching often reproduces stereotypes (Khan 2019). When
examining language pedagogy, the educator has the power to not reinforce the
dichotomies of us vs. them (Kramsch 1995), and instead delve into the hybridity of
languages to cultivate a critical consciousness.
One student noted that seeing gender as a social construct was difficult but allowed
him to understand and accept the experiences of transgender people. He wrote,

I just could not understand how it is possible that gender is a social construct. It did not
make sense to me even after the class. It wasn’t until later on where I saw the example of
transgender individuals and I realized how this could actually be the case. (John,
5 March 2018, Journal)

In this case, the student had no prior exposure to these topics or in questioning the
construction of gender with real examples and narratives. This type of learning, stem-
ming from critical pedagogy, gives agency to students when analyzing stories and
narratives addressing ‘the other’ (Abednia and Izadinia 2012). Another student shared
a similar stance, but reflected on how the construction of masculinity and femininity in
 PEDAGOGY, CULTURE & SOCIETY 11

her Colombian culture had previously shaped her own role as a woman and the
standards she held for other women,
I really thought that I was a tomboy and that I was always more masculine in my tastes, and
I saw having more feminine characteristics as negative. Now I realize all those behaviors we
have are just constructed. I shouldn’t judge other women for being ‘girly’ or looking at
someone who likes pink as unintelligent. Those are all things that we create but are not true
for everyone. (Cristina, Journal, 5 May 2018)

These notions of masculinity and femininity revert to what Pavlenko (2004) illustrates as
the gender dynamics that occur in the classroom, and how certain language discourse
can be reproduced in the classroom. Teacher education must avoid reinforcing such
stereotypes in the classroom, but rather question them (Weiner 2000). This particular
student was given the tools to question those traditional roles.
Furthermore, the debunking of stereotypes pushed students to think about how
they could change the classroom settings. As future teachers, students began to
recognize gender dynamics in their everyday classroom experiences, and one
noted, ‘I learned that maybe in our society that is so chauvinistic we should have
these kinds of discussion in the classroom.’ (Jennifer, Focus Group). The same student
was able to critically reflect on her own role in reproducing stereotypes about queer
identities and behaviors,
After taking this class I understood that I actually thought the same as many others.
I thought swimsuits were just for women and I also thought queer people looked so
ridiculous doing those kinds of things. But now I see it in a different way, I know they are
people who have the rights to wear what they want what they are comfortable with, now
I see that they are not different, they are human as me (. . .). (Jennifer, 26 May 2018)

This recognition of experiences, different from one’s own, but pertinent to the local
context, identifies critical pedagogy as a prominent factor in stimulating critical con-
sciousness so that students not only liberate their minds but have tools to work towards
social justice and equity. In doing so, this also creates a shared understanding and
humanness towards injustices that occur, but often go unrecognized.

Fostering empathy
In debunking stereotypes, or providing alternatives to mainstream stories, students also
expressed how the reflections throughout the course provided a richer understanding of
the experiences of minority groups whose stories are usually unrecognized within
Colombian society. Empathy is largely constructed in the classroom through sharing,
connecting, and fostering community (Yilmaz 2007). Empathy requires ‘thoughtless
effort’ to empower one to view the world as seen by others (Van Sledright cited in
Yilmaz 2007). Empathy is also regarded as integral in teaching diverse groups of
students (McAllister and Irvine 2002).
The class in many ways allowed students to be more empathetic towards the
experiences of women, the diversity of gender, and the plurality of sexuality. Students
noted many instances that pushed them to perceive their own society in a different
light. For one class event, an Afro-Colombian writer and feminist talked to the class
about her work and her experiences working with the Ministry of Education. Although
12 C. KHAN

the event was supposed to reflect on her writing, students were most interested in the
writer’s personal narrative, struggles, and take on feminism and racism (Field Notes,
18 March 2018). One of the students saw this event as an alternative narrative to help
them understand and better relate to the experiences of underrepresented groups,

The experience we had with Yesenia made us all realize how intersectionality is part of our
identities and how we live in the world and interact with others. I had never thought about
how an Afro-Colombian woman has a different experience from mine because of her skin.
(Anna, 1 June 2018)

The ability to apply both theory and practice into this story of Yesenia, helped students
confront difficult topics like racism and social class divisions within Colombian society,
and hear firsthand how those issues impact certain social groups. Students also shared
moments in which they were able to interact with other friends who had similar
perspectives,

I was meeting with some friends, there was a person that I didn’t know, but with whom
casually I started a conversation. She identifies herself as lesbian, and genuinely, she started
to talk to me about her relationship with her girlfriend and how difficult it has been for [sic]
them to express themselves freely in the streets, in the places that they go, and even with
their families. The first thought that I had was about this class and I told her about what we
study; she told me that if she, when a child, had had teachers who had helped her and
understood her situation and nature, she would have been different and she would have
spared a lot of suffering and discrimination. (Bianca, 1 March 2018, journal)

In this example, Bianca became an active listener and an ally in understanding and
supporting this person. She was also able to recognize the lack of representation in the
traditional classroom for students who are gay or lesbian; at the same time, she felt
empowered by the tools gained from the class.
Though students appreciated the class for its lessons and knowledge, some still noted
that they experienced gaps in the theories and topics discussed (Focus Group,
1 June 2018). Many times the conversations were more about personal experiences
than the actual topics, which had both advantages and disadvantages for the knowl-
edge acquired (Field Notes, 27 April 2018). Still, the students continuously attended class
in order to feel supported and to enhance their ideas to become more critical educators.
One student remarked,

I think that this class is an open space to understand our concerns, it makes us more aware
of what surrounds us, and somehow make us more empathetic, tolerant, respectful and
finally, it allows us to empower ourselves and make a change in our society. (Simon,
1 June 2018, Journal)

It is important to think about how such a class can empower students, and help them
become better teachers in the future. Empowerment is a key part of social justice
education, and informing empathetic teachers who use a critical consciousness to
liberate themselves and their students (Pennycook, 1990; Giroux 2010). This conscious-
ness can create space for a more inclusive classroom, where the language is used to
facilitate critical thinking while fostering empathy. As one student stated,

Having a greater and wider knowledge in this theme helps me to be willing and prepared to
know how to handle and control difficult situations of this type in the classroom and in my
 PEDAGOGY, CULTURE & SOCIETY 13

personal environment. Also, to clarify the terms to know how to include all students in
a good way, and also help to make a change in current social thinking that hurts and does
not allow this society to improve. (Stephanie, Journal, 29 March 2018)

Formation of self-identity
Many of the students viewed the topics as relevant to their lived experiences and how
their society works. Students’ self-identities are integral to their learning processes and
especially in how they train to become future educators (Weiner 2000). Identity is fluid
and ever-changing based on the contexts one encounters. Students were able to grow
with the class and push themselves to adapt what they learned in their everyday lives
into their teaching practice. I noticed instances in which more inclusive language was
used, and students began to question gendered dynamics in class participation both
inside and outside the classroom (Field Notes, 1 March 2018). Many of the classes
seemed to turn into safe spaces, where students shared their experiences related to
these topics; in many ways, it was therapeutic for them and also fostered mutual
solidarity (Field Notes, 27 April 2018).
One student in particular, who identifies as gay, consistently mentioned that the class was
useful for him in feeling accepted and being with people who understood his identity. He said,

What happened to me is that I wanted to better understand myself. Well, I am gay, and
I have always been that way. What I have learned is to understand better these topics in our
reality and our society. I have been able to understand who I am, and other people. (Jose,
Focus Group, 1 June 2018).

Jose has experienced incidents of discrimination, particularly from one former teacher at the
university. He mentioned that, ‘he was really homophobic and I remember he told us “sex
between men is not okay” when he knew that I was gay and people know that I am. I was
really offended’ (Jose, Focus group, 1 June 2018). Incidents like this are similar to what
Robinson and Ferfolja (2010) illustrate showing how teachers can reproduce acts of bullying
and discrimination without being cognizant of the effects on students. As Jose is training to
become a teacher, he used this case to be more reflective about his own role as a teacher.

Being homosexual is as natural as being heterosexual, and this fact is something that every
teacher around the world should know. The formation of people since they are children
must be based on values and principles of love, respect, tolerance, and inclusion; in this
way, there will be no type of discrimination. (Jose, Journal, 27 April 2018)

Morgan (2004) argues that this type of discrimination is inherently part of power relations in
which the interactions between teachers and students can either challenge or reproduce the
structure of power. Teachers must therefore learn to be open to critical analysis and
interpretation. Similarly, in Varghese’s extensive work on language teacher identity she
states that to understand teachers ‘we need to have a clearer sense of who they are: the
professional, cultural, political, and individual identities which they claim or which are
assigned to them’ (Varghese et al. 2005, 22). The multi-faceted, fluid nature of identity is
critical to how teachers present themselves and interact with their students in the classroom.
14 C. KHAN

Still, some students struggled with being open to these topics in the classroom. The
responsibility to be critically aware can be daunting for students who struggle living in
a largely conservative society,
I think that being a teacher is a huge responsibility because we have to guide people to
leave aside all the misconceptions and prejudices in order to open their minds to a variety
of possibilities in which not only men are capable to do anything they want, but also
women. (John, Journal, 20 March 2018)

John recognized his role as an agent of change but was also overwhelmed with having such
a responsibility in the classroom, and a lack of sufficient tools to address this. Another
student explained his lack of confidence in addressing such issues in an educational setting.
He shared his experience of his pre-service classroom observation, ‘In the high school that
I was observing, someone screamed behind me, “gay” and it was shocking’ (Simon, Focus
Group, 1 June 2018). The student expressed his dismay that his role as an observer did not
grant him authority to make changes or comments about this. He said, ‘I told the teacher in
charge, but she did not think it was a problem’ (Simon, Focus Group, 1 June 2018). Norton
(2008) argues that teachers must learn how to intervene to bring out moments of change in
the classroom. This instance could have been a moment of change, but arguably, the lack of
teacher support and training prevented this.
Still, on addressing this concern about the role of the teacher in teaching these
topics, many students acknowledged the importance of having training and awareness
of the issues. One student noted, ‘It makes sense to talk about this because everyone has
a gender and sexuality that they live every day’ (Anna, Journal, 25 April 2018). In being
able to tackle such issues, students were able to feel more empowered to merge their
interests in the classroom:
I think that being a teacher gives you a special power to help people to see things in
a different perspective, if a teacher knows and has a special sensibility to this social
phenomena, she/he will know how to deal and manage the class in order to have a more
inclusive space and more opened minded students. (Bianca, Journal, April, 27, 2018)

The idea of stimulating an open-mind has parallels with the critical pedagogy notion of
fostering a critical consciousness through education. It is increasingly clear that implement-
ing more critical pedagogy tools in teacher education programs can effectively train
teachers to be agents of social change in the classroom while staying rooted in their local
contexts (Giroux 2010). At the end of the course there was a debrief conducted through
a group interview. All students agreed that the course should continue as a fundamental
tool for helping to develop inclusive educators. Jose stated that it is important for teachers
to have agency in changing what they see as problems, ‘I have many friends who need to
realize that (. . .) we have to construct as teachers the equality that we want to see’ (Focus
group, 1 June 2018). Many concluded that the course was unique in its offering, and allowed
them to not just focus on teaching languages, but to think about their societal context, how
it influences their daily lives, and the interactions that can occur in an educational setting.
I decided to take this class because somehow the program and the other subjects do not allow
to talk about these topics and critique them. It was a space to open doors and to see that it is
not that easy, it is complex because that is our reality. Now I have more knowledge and I know
somehow how to deal with this and teach it, we have recollected resources to try to help and
teach and maybe open a door for others (Bianca, Group Interview, 1 June 2018).
 PEDAGOGY, CULTURE & SOCIETY 15

Though the information provided by students could have been tailored to their
perceptions of what the teacher wanted, providing multiple spaces for students to
express their opinions helped to make them comfortable and aware that they could
express their honest opinions without negative repercussions. One of the questions in
the focus group addressed this limitation and a student responded, ‘I liked that we
could feel open to say what we want and how we really feel without pressure’ (John,
Focus Group, 1 June 2018).

Conclusions
This systematization of experiences from a course on Women, Gender, and Sexuality
confirms the importance of considering such topics in teacher education, especially in
the realm of English teaching in the Colombian context. Though there are underlying
tensions between the theoretical and the practical in designing and instructing such
a teacher-training course, it is notable that in their reflections, students were able to
debunk stereotypes, foster empathy, and shape their self-identity as future teachers. In
further analyzing the data, it can be argued that a course of this nature is effective in
including narratives and representing the ‘other’, leading to more inclusive classrooms,
that enrich a critical consciousness amongst teachers, which can ultimately cultivate
a more peaceful society in Colombia. Such a course, or other courses addressing diverse
identities and rooted in critical pedagogy, should be incorporated into the bilingual
education curriculum, or other language teacher training academic programs.
Colombia is currently evaluating the measures to be taken in order to promote bilingual-
ism in Spanish and English within public schools. Many have highlighted the need for a more
effective teacher education that decolonizes the way English is taught by incorporating local
practices and experiences (González-Moncada; Rodríguez-Bonces 2011; De Mejía 2006). In
many ways, despite its limitations, critical pedagogy can serve as a tool to do this, while also
aiding in constructing a more inclusive society. It became evident through students’ experi-
ences, that incorporating narratives and experiences from local contexts in the classroom
pushed them to better understand difficult topics and become more empathetic. Empathy is
necessary for promoting inclusion and working with diverse populations.
Representing different stories in the classroom addresses the need for critical con-
sciousness amongst pre-service teachers. Critical-consciousness can liberate both tea-
chers and students to recognize their local context and stimulate social changes in
society (Giroux 2010). By including such processes within teacher education courses,
pre-service teachers are able to shape their identities as agents of social change. As
education is inherently political, especially within a post-conflict society, it is necessary
to advance peace education. There have been many initiatives to implement peace
education in more rural contexts but as Colombia is transitioning to a post-conflict
society there is potential to shape the way in which education can be transformative and
stimulate active citizenship (Chaux 2009; Bajaj 2015). The goal of achieving peace
through education can be met by discerning local experiences, and the experiences of
the ‘the other’ while fostering democratic responsibility and the valorization of differ-
ences (Ministerio de Educación Nacional et al. 2016, 12). This also aligns with the Ministry
of Education’s notion of cultivating citizenship competencies to tackle contexts of
violence and promote a more peaceful society (Chaux 2009). At the same time, including
16 C. KHAN

local, diverse experiences in the classroom delivers more agency to Colombian educa-
tors in shaping their teaching and learning of languages in their own context; it can
assist in ‘decolonizing’ English teaching practices to be more adaptive to local needs.

Note
1. The website can be found here: https://gsunica.weebly.com/.

Acknowledgments
Thank you to my wonderful ‘Women, Gender and Sexuality’ course for engaging in critical
conversations, pushing your limits, and cultivating spaces of inclusion. You are the faces of
a better Colombia!

Disclosure statement
No potential conflict of interest was reported by the author.

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