Mexican student-teachers' "English" language praxicum: Decolonizing attempts.

• Reflexivity is an intersubjective process intrinsic to a decolonizing agenda in education. • Autobiographies are decolonizing texts that might challenge colonial practices in classrooms. • Decolonizing pedagogies are carried out by people , whose lives are embedded in coloniality. The teaching of English in Mexican elementary schools is emblematic of colonial practices. Counteracting this trend, this paper presents results of an "English" teaching praxicum which, allowing for decolonizing subjectivities, was conducted by two of the authors of this paper (Jatziri and Gerardo), Mexican student teachers in a low-socio-economic elementary school in Oaxaca, Mexico. Utilizing decolonizing pedagogies as a theoretical framework and critical ethnography as methodology, this paper presents the childhood life stories of Jatziri and Gerardo, and their decolonizing attempts during their language teaching praxicum through their dialogue with a student. Findings suggest these student teachers developed acute awareness of the diversity in the classroom through reflexive teaching. Hence, language education programs with decolonizing agendas should include reflexive teaching. [ABSTRACT FROM AUTHOR]