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This interaction is sometimes described in the literature as a one-way imposition of the target-culture norms onto the cultures of the periphery, and it is variously described as , depending on one’s focus.While I believe that there is value in this perspective, I was also concerned that it tended to ignore agency in the local settings, and it did not usefully account for everything that is observed if one looks closely into particular settings.In fact, I would argue that such a theoretical outlook might divert our attention away from some of the more interesting phenomena that seem to be taking place in such pedagogical settings.
This project had two aims, which corresponded to the two problems outlined above.
The first aim was to produce a ‘thick’ ethnographic description of a setting where English is taught as a foreign language.
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These were the traditional paradigm, the mainstream paradigm and the critical paradigm (Table 1).
Using empirical methods that were loosely derived from Grounded Theory, a research approach that is used to build theory from the data upwards, I noted that the learning resources at the school tended to privilege teaching and learning practices associated with the traditional and mainstream paradigms.
And how does one reconcile the fact that certain Greek publishing enterprises list UK addresses as their headquarters, but market their courses as being ?
My intuitive impression, when I started out the project, was that such questions could be best answered using Complex Systems Theory.