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Copyright of Anduli: Revista Andaluza de Ciencias Sociales is the property of Anduli: Revista Andaluza de Ciencias Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper engages in a self-critical reflection on the limits and decolonial potential of the project advanced by the author, entitled 'grammars of listening'. In the first part, the author explores the theoretical context that frames said project, namely, the analysis of the epistemological and ethical challenges that result from the task of listening to testimonies when working on historical memory. This involves a philosophical inquiry into the concept of traumatic violence as a "colonizing" form of violence. The second part of the paper examines the extent to which the project on grammars of listening holds under the scope of a decolonial look, and proposes two possible strategies for a "decolonization of listening," namely, the invention of history and the resistance of memory. [ABSTRACT FROM AUTHOR]

This paper, developed under the hermeneutic-documentary method, aims to analyze the role of teaching English as a foreign language in the Latin American scenario. To achieve this end, the research explores the following aspects: 1) It presents the conceptualization of coloniality as a fundamental element for understanding colonial legacies, the advancement of global society and the epistemic impositions present in the Latin American region. 2) Point out how English has become the hegemonic language par excellence, transmitting, more than words, a cultural imprint that codifies existence, by promoting globalization, capitalism, as well as ways of living and expressing oneself, which do not reflect the reality of the regional context. 3) Indicates the role of English teaching in Latin America, which has been determined by the development of instrumental skills, which emphasize the monitoring and evaluation of students, leaving aside aspects inherent to the understanding of culture and intercultural dialogue. 4) It raises the urgency of decolonizing the teaching of English as a foreign language, modifying the banking conception of education, tending towards a critical pedagogy and the projection of an inclusive society. It concludes on the importance of the decolonization of knowledge, the dialogue between cultures and the use of other methods for teaching English. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia Política is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)