Abstract
ABSTRACT This study investigates how critical intercultural pedagogy, creative arts methods, inspired by new materialism, can support new forms of language and intercultural learning in contexts of conflict. Columbian university scholarship recipients in pre-service English language education from disadvantaged backgrounds, co-research alongside the researcher/educator to develop drama games for language and intercultural learning directed at teachers and learners in the students' home communities. The transformative, collaborative research approach, drawing on critical pedagogy and ‘Theatre of the Oppressed’, aims to decentre language and intercultural communication education, and promote a social activist stance among students in the face of local and global uncertainties.
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