The question of professional ethics in TESOL: Hospitality as an (im)possible demand?
Keywords:English language education, teacher professional ethics, hospitality, justice.
25 years ago, TESOL in Context published a paper on the ethics of TESOL. In this paper, Alan Williams, who was the ACTA Councillor and Policy Committee Convenor at that time, reminded the professional community of some moral predicaments in teaching English to others. On the one hand, he recognised the “productive and socially worthwhile” work that most TESOL educators do in providing access to the dominant variety of English language (e.g., SAE), thereby empowering the speakers of other languages and dialects to become socially mobile. On the other hand, Williams argued that the effective teaching of English to others can also lead to their disempowerment due to the alienating effect of assimilation on cultural and linguistic identities of learners. Over the years, this dilemma has received due attention from some leading educators and researchers in the field who have attempted to address the access paradox from a critical-pragmatic perspective (Janks, 2004, 2010). This article returns to the question of access paradox in TESOL, arguing the primacy of the ethical in professional practice. In particular, it draws on ethics as hospitality in thinking about the ethicality of professional ethics to problematise the possibility of socially-just language and literacy education in multicultural conditions.
Ahmadi, Q. (2015). Othering in the EFL classroom: An action research study. International Journal of Humanities and Cultural Studies, 1(4), 439-469.
Arendt, A. (1969). The human condition. Chicago, IL: University of Chicago Press.
Badiou, A. (2015). Ethics and politics. Philosophy Today, 59(3), 401- 407. doi: 0002066146
Bauman, Z. (1991). Modernity and ambivalence. Cambridge, UK: Polity Press.
Bauman, Z. (2016). Strangers at our door. Cambridge, UK: Polity Press.
Benjamin, W. (2006). On the concept of history. In H. Eiland and M. Jennings (Eds.), Walter Benjamin: Selected writings (4) 1938-1940 (pp. 389-400). Cambridge, MA: Belknap Press.
Biesta, G. (2004). Education, accountability and the ethical demand. Can the democratic potential of accountability be regained? Educational Theory, 54(3), 233-250. doi: 10.1111/j.0013-2004.2004.00017.x
Bourdieu, P. & Passeron, J. C. (1977). Reproduction in education, society and culture. London, UK: Sage Publications.
Critchley, S. (2007). Infinitely demanding: Ethics of commitment, politics of resistance. London, UK: Verso.
de Beauvoir, S. (1972). The second sex. Harmondsworth, UK: Penguin Books.
Derrida, J. (1997). Adieu to Emmanuel Levinas. Stanford, CA: Stanford University Press.
Derrida, J. (1999). Hospitality, justice and responsibility. In R. Kearney and M. Dooley (Eds.), Questioning ethics (pp. 65-83). London, UK: Routledge.
Derrida, J. (2000). Of hospitality. R. Bowlby (Trans.). Stanford, CA: Stanford University Press.
Eagleton, T. (2009). Trouble with strangers: A study of ethics. Oxford, UK: Blackwell Publishing.
Fraser, N. (1997). Justice interruptus: Critical reflections on the ‘postsocialist condition’. New York, NY: Routledge.
Fraser, N. (2000). Recognition without ethics. In M. Garber, B. Hanssen & R. Walkowitz (Eds.) The turn to ethics (pp. 95-128). New York, NY: Routledge.
Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth, UK: Penguin Books.
Gramsci, A. (1971). Selections from prison notebooks. Q Hoare and G. Nowell Smith (Eds. & Trans.). New York, NY: International Publishers.
Gutiérrez, K. & Stone, L. (2000). Synchronic and diachronic dimensions of social practice: An emerging methodology for cultural-historical perspectives on literacy learning. In C. Lee & P. Smagorinsky (Eds.) Vygotskian perspectives on literacy research (pp. 150-164). Cambridge, MA: Cambridge University Press.
Janks, H. (2004). The access paradox. English in Australia, 139, 33-42.
Janks, H. (2010). Literacy and power. London, UK: Routledge. Kant, I. (2005). Perpetual peace. M. Campbell Smith (Trans.). New York, NY: Cosimo Classics.
Kostogriz, A. (2011). The future of diversity and difference: Can the national curriculum for English be hospitable? In B. Doecke, G. Parr and W. Sawyer (Eds.) Creating an Australian curriculum for English (pp. 201-214). Putney, N. S. W; Phoenix Education.
Kostogriz, A. & Doecke, B. (2011). Standards-based accountability: Reification, responsibility and the ethical subject, Teaching Education, 22(4), 397-412. doi: 10.1080/10476210.2011.587870
Kostogriz, A. & Doecke, B. (2013). The ethical practice of teaching literacy: Accountability or responsibility. Australian Journal of Language and Literacy, 36(2), 90-98.
Kubota, R. (1999). Japanese culture constructed by discourses: Implications for applied linguistics research and ELT. TESOL Quarterly, 33(1), 9-35. doi: 10.2307/3588189
Levinas, E. (1969). Totality and infinity: An essay on exteriority. A. Lingis (Trans.). Pittsburgh: Duquesne University Press.
Levinas, E. (1985). Ethics and infinity. R. A. Cohen (Trans.) Pittsburgh, PA: Duquesne University Press.
Levinas, E. (1987). Time and the Other. R. A. Cohen (Trans.). Pittsburgh, PA: Duquesne University Press.
Levinas, E. (1989). The Levinas reader. S. Hand (Ed.). Malden, MA: Blackwell Publishers.
Margonis, F. (2004). From student resistance to educative engagement. In C. Bingham & A. Sidorkin (Eds.), No education without relation (pp. 39-54). New York: Peter Lang.
MCEETYA (2008). Melbourne declaration on educational goals for young Australians. Melbourne, Vic: Ministerial Council on Education, Employment, Training and Youth Affairs. Available at: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Nancy, J.L. (2000). Being singular plural. R. Richardson and A. O’Byrne (Trans.). Stanford, CA: Stanford University Press.
Rich, S., & Troudi, S. (2006). Hard times: Arab TESOL students’ experiences of racialization and othering in the United Kingdom. TESOL Quarterly, 40(3), 615-627. doi: 10.2307/40264548
Taubman, P. (2009). Teaching by numbers. New York, NY: Routledge.
How to Cite
Copyright (c) 2018 TESOL in Context
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.