Digital and decolonial curation of videos and podcasts in French language education

Abstract

In formative pathways with future French language teachers, the erasure of criticality in the planning of didactic sequences involving the search, selection, analysis, adaptation, organization, and sharing of digital materials has been observed ( Deschaine; Sharma, 2015 ). This issue will be discussed in this article, which aims to elucidate the limits and possibilities in the processes of curation and creation of technical-pedagogical resources for language education. The results of the analyses conducted so far indicate that the sources to which those students constantly resort in preparing their lesson plans (videos and podcasts instantiated on media portals and streaming platforms) can hinder the ethical, aesthetic ( Rocha, 2019 ), and decolonial ( Veronelli; Daitch, 2021 ) didactic design of teaching-learning experiences for the expansion of language repertoires. In order to understand the described problem, in addition to discussing the partial results of two ongoing research projects, we intend to highlight the need to create theoretical-methodological frameworks that can decolonize the curation-authorship of materials in this field, from the training of educators to their work in learning communities.

Keywords:
Digital curation; Language education; Decoloniality