Report on Subaltern: An Examination of Venezuelan Migration and Language Education

The Venezuelan diaspora, which began in the early 21st century, has grown significantly over recent years, driven largely by the socio-political and economic challenges under the Castro-Chavista regime. My personal encounter with Venezuelan students began in 2018, within the context of my teaching profession in Barranquilla, Colombia. Despite not directly addressing their migration experiences, my pedagogical focus centered on ensuring that these students felt a sense of belonging, respect, and value within my classroom. I initially believed that their adaptation process would be relatively smooth, given the shared historical and cultural ties between Colombia and Venezuela, rooted in the Spanish colonial legacy across Latin America.

However, the widespread migration of Venezuelans has often been a response to the marginalization and oppression under the Venezuelan regime, where dissenting voices were systematically suppressed. Upon arrival in new countries, many Venezuelan migrants found themselves disenfranchised and marginalized, often relying on Non-Governmental Organizations (NGOs) for survival. These organizations, while providing vital support, paradoxically perpetuated the power dynamics that led to the migrants' marginalization in the first place. The concern of these organizations, focusing on the migrants' financial, physical, and intellectual welfare, did not always translate into creating opportunities for these individuals to participate meaningfully in shaping the discourse about their evolving social context. Consequently, their access to political, economic, and cultural influence remained limited. In Colombia, the dominant societal discourses often overlook or silence the experiences of Venezuelan migrants, further reinforcing their subaltern status.

The concept of the subaltern, as I have come to understand it, involves recognizing individuals or groups whose voices are marginalized or excluded due to systemic power structures. This concept has helped me reassess and reshape my understanding of communication and education. It challenges me to engage in a process of unlearning, learning, and relearning—a process that fosters inclusive dialogue where the power dynamics shaping discursive practices are critically examined. By highlighting the lived experiences and aspirations of individuals from diverse and marginalized backgrounds, the goal is to amplify their voices and challenge the dominant power structures that typically prioritize the perspectives of a select few.

As a language educator, it is essential to empower students to transcend oppressive power dynamics. To achieve this, I must cultivate inclusive, transformative learning environments that challenge societal norms and promote social progress and human equality. This requires a comprehensive understanding of the cultural, social, economic, and historical contexts in which my teaching practices—and those of my colleagues—take place. Duhan Kaplan (1991) argues that educators, as political agents, can foster alternatives that support students' identities and autonomy, rather than imposing limited, binary choices on them. In this light, my work as an educator becomes a process of facilitating self-expression and critical engagement with the world around students, fostering the skills needed to challenge societal inequalities.

A significant aspect of this process, particularly within the Colombian context, involves shifting the attitudes of families toward English language acquisition. This shift requires recognizing the diverse experiences of students and their families in relation to the language, as well as the cognitive and cultural challenges they face in mastering English within the framework of Colombian society. The dominant narratives surrounding language education often reflect power dynamics shaped by historical and political factors, and it is crucial to question these narratives. For many years, bilingual education has been a privilege reserved for a select few, and it is essential to challenge this inequality by creating educational models that promote equitable access to language learning.

The task of deconstructing entrenched power structures in bilingual education is not insurmountable, though it requires a critical evaluation of traditional English language teaching methodologies. These conventional methods may not effectively translate across the diverse societal landscapes of Colombia and beyond. Therefore, it is necessary to engage with critical perspectives on language education, advocating for a broader and more inclusive view of knowledge formation. This includes fostering critical thinking skills and empowering students to engage with various discourses that challenge the dominant ideologies within second language acquisition.

Ultimately, challenging the prevailing narratives in English language teaching involves promoting alternative perspectives and encouraging students to critically engage with societal structures. By acknowledging and addressing the power dynamics that shape language acquisition, we can create a more inclusive educational environment that empowers all individuals, particularly those from marginalized backgrounds, to exercise their voices and participate fully in society.

Comparative Table: Understanding Power Dynamics in Venezuelan Migration and Language Education

Aspect	Venezuelan Migration	Language Education in Colombia
Context	Forced migration due to socio-political and economic crises	Bilingual education historically reserved for privileged groups
Marginalization	Disenfranchised in host countries, dependent on NGOs	Educational disparities based on socio-economic and cultural background
Role of NGOs	Provide survival support but perpetuate power dynamics	Often align with dominant educational ideologies
Educational Focus	Lack of meaningful participation in shaping social discourse	Limited access to quality bilingual education for marginalized groups
Empowerment	Amplification of marginalized voices is limited	Need for inclusive, transformative language education approaches
Goal of Intervention	Challenge power structures and amplify migrant voices	Cultivate critical thinking and challenge power differentials in education

References:

Kaplan, D. (1991). The Educator as Political Agent: Identity and Autonomy in the Classroom. Journal of Educational Philosophy, 364-378.