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English and the Discourses of Colonialism (The Politics of Language), by Alastair Pennycook
PDF Ebook English and the Discourses of Colonialism (The Politics of Language), by Alastair Pennycook
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English and the Discourses of Colonialism opens with the British departure from Hong Kong marking the end of British colonialism. Yet Alastair Pennycook argues that this dramatic exit masks the crucial issue that the traces left by colonialism run deep.
This challenging and provocative book looks particularly at English, English language teaching, and colonialism. It reveals how the practice of colonialism permeated the cultures and discourses of both the colonial and colonized nations, the effects of which are still evident today. Pennycook explores the extent to which English is, as commonly assumed, a language of neutrality and global communication, and to what extent it is, by contrast, a language laden with meanings and still weighed down with colonial discourses that have come to adhere to it.
Travel writing, newspaper articles and popular books on English, are all referred to, as well as personal experiences and interviews with learners of English in India, Malaysia, China and Australia. Pennycook concludes by appealing to postcolonial writing, to create a politics of opposition and dislodge the discourses of colonialism from English.
- Sales Rank: #2206534 in Books
- Published on: 1998-10-17
- Released on: 1998-10-17
- Original language: English
- Number of items: 1
- Dimensions: 9.20" h x .57" w x 6.10" l, .78 pounds
- Binding: Paperback
- 252 pages
Review
"Recommended for graduate students and researchers...."
-"Choice, April 1999
About the Author
Alastair Pennycook is Senior Lecturer in Linguistics at the University of Melbourne. He is the author of the 1995 BAAL award-winner, The Cultural Politics of English as an International Language (1994).
Most helpful customer reviews
6 of 9 people found the following review helpful.
An Excellent Book on Colonialism and English Language
By Arda Arikan
Pennycook has a strong insight and argument in English and the Discourses of Colonialism in which he brought lots of fresh ideas that I can make use of in my own research. One of the most useful sections that I can make use of most extensively is the one about colonialism and English Language and Teaching discourses.
Pennycook's argument about ELT and history and discourses of colonialism can be itemized as follows: 1. The colonial construction of Self and Other, of the `TE' and `SOL' remain in many domains of ELT most of whom are still untouched- not researched about. 2. Practices and theories of ELT don't only originate in Britain or the U.S. They are also imported from the colonized countries. 3. Colonialism, in research, shouldn't only be taken as a history of brutal exploitation but the culturally imbedded patterns of thought and practices within the boundaries of the colonized countries do create their own discourses of ELT that must be considered. 4. Curriculum and theory of ELT is not always exported from the Colonizer. The colonized cultures bear and give their ELT theories and practices, and import them to Britain and the U.S.
Those who are interested in ELT and TESOL or those who enjoy readings on Colonialism and Language issues will both enjoy and benefit from this first class book.
3 of 5 people found the following review helpful.
The Problem with Pennycook
By Rick
If you're looking for a detailed study of the ways in which colonialism currently manifests itself in specific ELT methodology and in local contexts, this book will sorely disappoint. If, however, you seek a historical overview of colonialism's impact of the general field of ELT, this book will be of some use. In my own case, I referred to it for the literature review section of my dissertation not because I concur with most of his contentions but because he articulates the viewpoint of a small number of postmodern/colonialist critics of ELT theory and practice. For this reason, I give his book two stars--and perhaps because even academics who should know better need to be rewarded for their earnestness, if not their zealotry. What you will soon note about this book (as with all of Pennycook's major writings) is the degree to which he is willing to use anecdotal evidence and out-of-context quotations to prop up his criticism of the whole ELT enterprise. As one who is clearly enamored with postmodernism, Pennycook's selective application of evidence shouldn't surprise the reader. However, his willingness to ignore any evidence that clearly contradicts his claims is indefensible. Case in point: his relentless verbal assault on Mark Salzman, the author of "Iron and Silk." I was so amazed by Pennycook's commentary that I began to wonder if the book I'd read fifteen years ago was really as empathetic and endearing as I imagined. So I went back and reread it, sharing passages with Chinese friends, including one who made the author's acquaintance during the subsequent filming of his book. Pennycook would have the reader believe that Salzman is a hypocritical, callous-eyed colonialist when even a cursory (but open-minded) reading of his book indicates otherwise. I corresponded with Pennycook about my concerns and he was dismissive, saying that he had moved beyond that critique and had more important matters at hand. That may be, but one is still accountable for what one has published, especially in academic circles and especially considering that Salzman's book is one of the few that offers a genuine counter-discourse of colonialism in ELT. If you are planning to teach or conduct research into the phenomenon of ELT in China, you're better off packing "Iron and Silk" than this morose work.
9 of 14 people found the following review helpful.
a book which should be read
By Hywel Evans
Pennycook is convincing in arguing that there is a profoundly colonialist dynamic driving the English teaching industry. However, his thesis that things can never change is depressing, utterly mistaken, and (itself) symptomatic of the colonialist mentality he purports to criticise. Even so, the book should be read by people who intend to teach English overseas.
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