Abstract
Resilience has emerged as an individual skill and a social value due to dramatically increasing social inequality, becoming extremely popular in academic contexts and more recently in SSL teaching. This article intends to analyze resilience origin and its use in educational literature, characterize the concept resilient subject and detect the implications of its use by using neoliberal logic to define the discourses of resilience and their effects in the L2 Spanish classroom using a decolonial feminist approach through the concept of “colonial/modern gender system” in neoliberal nation-states. Results show that resilience present in educational literature is framed within neoliberal paradigm perpetuating unequal power relations.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
