Rethinking TESOL From a SOL's Perspective: Indigenous Epistemology and Decolonizing Praxis in TESOL

Abstract

In this paper, as a 'SOL' of TESOL, I examine the conjunction between TESOL and colonialism, its manifestation in the South Korean context, and how to create a counter-hegemonic space to envision decolonizing TESOL praxis through explication and repudiation of such colonial discourse in TESOL. In particular, I focus on decolonizing knowledge production in TESOL through "indigenous epistemology," an epistemology of the colonized informed by indigenous ideas and local practices (cf. Dei & Asgharzadeh, 2000; Gegeo & Watson-Gegeo, 2002), as an alternative paradigm for TESOL analysis. Political evocation of indigenous epistemology to challenge the Western canon prevalent in TESOL contributes to academic decolonization of TESOL as a global industry, and ELT theories and pedagogies.

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