By J. Edge
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2003) ‘Imperial troopers and servants of the Lord: A vision of TESOL for the 21st century’, TESOL Quarterly, 37, 701–9. Ferguson, N. (2004) Colossus: The Price of America’s Empire. New York: Penguin. Giddens, A. (2000) Runaway World. New York: Routledge. Graddol, D. (1997) The Future of English? London: British Council. Gray, J. (2002) ‘The global coursebook in English language teaching’, in D. Block and D. Cameron (eds), Globalization and Language Teaching. London: Routledge, 151–67. Hardt, M.
No accusations. No excuses. Rather, learning the protocol of those disciplines, turning them around, laboriously, not only by building institutional bridges but also by persistent curricular interventions. The most difficult thing here is to resist mere appropriation by the dominant. (Spivak, 2003: 10–11) I believe Spivak’s prescription for the practitioners of Comparative Literature is a good prescription for the practitioners of TESOL as well. 24 B. Kumaravadivelu References Ahmad, A. (2004) Iraq, Afghanistan & the Imperialism of our Time.
In fact, except among the radical liberal wing of the American intellectual Globalization, Empire and TESOL 11 community (represented, for example, by Noam Chomsky) which is opposed to any form of American empire, the debate among a number of American politicians and academicians is not whether the US should be an imperial power, but whether it should be a ‘hard’ imperial power or a ‘soft’ imperial power. While conservative thinkers like Niall Ferguson and Paul Johnson advocate unilateralism and militarism to maintain American hegemony, moderates like Joseph Nye and Zbigniew Brzezinski call for persuasion and leadership to achieve the same goal.