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This chapter shows how the notion of autonomy has spread into language pedagogy in the past 10 years and how this mainstreaming has been accompanied by conceptual distortions and discursive dissonances. Such dissonances can be located in the contradictions between the discourses of individual personal autonomy and of critical socially situated autonomy. It argues that people are at a crossroads and that if they take the notion of social learning seriously, opting for the road of individual personal autonomy is not sufficient. They need to take a whole-community approach to autonomy and reassert the critical dimension originally associated with autonomy and foreign language learning.
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