The NS-NNS Dichotomy and Subalternity: Political And Psychoanalytic Approaches To Social Change In Applied Linguistics

PEDERSON RODNEY W

doi:10.21049/ccs.2019.56..445

The ongoing debate regarding the Native Speaker, Non-Native Speaker (NS-NNS) dichotomy over the past 30 years in applied linguistics literature have generally focused on issues of identity (Norton, 2006), linguistic imperialism (Phillipson, 1992), and the relations of power between the centre and periphery (Kachru, 1996). It is well known that many of these theories have been informed by critical pedagogy and poststructuralism (Morgan & Ramanathan, 2005). Recently, postcolonial theories of historicization, decolonialization, and subalternity, developed from Gramsci’s (2000) theory of hegemony, have been appropriated in applied linguistics literature and synthesized with critical approaches to ELT practices (Kumaravadivelu, 2016; Shin, 2006). While these approaches are designed to foment social change within applied linguistic practices, it is clear that their effect has been limited (Graddol, 2006). Many scholars in education cite neoliberalism as the mechanism that withers critical approaches to education (Giroux, 2010). The purpose of this paper is to review the relevant literature in order to discern why it has failed to be truly transformative. Drawing on political (Mouffe, 2005) and psychoanalytic theory (Stavrakakis, 2007), the author attempts to describe how post-democratic societies have displaced emotion, or passion with reason, thus reducing the political will to fully implement counter-hegemonic movements within applied linguistics. The review of this literature suggests that emotion and passion are necessary for social change.

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