Despite proclaimed attempts at post-colonial curricula, I argue that the teaching of English in Lebanon is a pronounced example of the deep-seated perpetuation of colonial privilege vis-à-vis curricular choices. To counter this cycle of privilege, I call for the application of culturally relevant pedagogy in English classrooms as a step in the direction of liberatory curricular reform in Lebanon. Culturally relevant pedagogy (CRP) attempts to use students’ cultural competence in an empowering manner to help them achieve academic success. This article examines the use of the imposed curriculum in one English for Academic Purposes classroom in Lebanon, followed by the inclusion of culturally relevant additions to the existing curriculums. I propose the use of gaps in the curriculum or tasks in expressive forms as critical learning opportunities in English classrooms in Lebanon to promote student empowerment and combat the perpetuation of the status quo.
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"The Teaching of English in Lebanese Classrooms: A Critical Look at the Dominant Curricula and Practices,"
Pedagogy and Theatre of the Oppressed Journal: Vol. 4
, Article 1.
Available at: https://scholarworks.uni.edu/ptoj/vol4/iss1/1