Pub Date : 2024-06-18DOI: 10.1108/etpc-09-2023-0121
Nan Li, Angela Peters
Purpose In recent years, issues related to body image, fat shaming, and societal perceptions of weight have gained more attention in educational discourse (Carmona-Márquez, et al., 2023; Dark and Aphramor, 2023; Nutter, Ireland, Alberga, et al., 2019; Schorb, 2022). The purpose of this paper is to explore the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education. Design/methodology/approach Using a multicultural lens to examine fat phobia in education. Findings This paper explores the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education. Practical implications By acknowledging the intersection of body image bias with cultural diversity, educators can foster inclusive environments that challenge harmful stereotypes and promote body positivity. This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice. Social implications This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice. Originality/value The issue of fat phobia is rarely discussed in education.
{"title":"A multicultural education perspective: engaging students and educators to critically exam fat ideology in teacher education and P-12 classrooms","authors":"Nan Li, Angela Peters","doi":"10.1108/etpc-09-2023-0121","DOIUrl":"https://doi.org/10.1108/etpc-09-2023-0121","url":null,"abstract":"\u0000Purpose\u0000In recent years, issues related to body image, fat shaming, and societal perceptions of weight have gained more attention in educational discourse (Carmona-Márquez, et al., 2023; Dark and Aphramor, 2023; Nutter, Ireland, Alberga, et al., 2019; Schorb, 2022). The purpose of this paper is to explore the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education.\u0000\u0000\u0000Design/methodology/approach\u0000Using a multicultural lens to examine fat phobia in education.\u0000\u0000\u0000Findings\u0000This paper explores the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education.\u0000\u0000\u0000Practical implications\u0000By acknowledging the intersection of body image bias with cultural diversity, educators can foster inclusive environments that challenge harmful stereotypes and promote body positivity. This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice.\u0000\u0000\u0000Social implications\u0000This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice.\u0000\u0000\u0000Originality/value\u0000The issue of fat phobia is rarely discussed in education.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"39 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-02DOI: 10.1108/etpc-08-2023-0102
Tiera Tanksley
Purpose This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy. Design/methodology/approach Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations. Findings Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world. Originality/value While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.
{"title":"“We’re changing the system with this one”: Black students using critical race algorithmic literacies to subvert and survive AI-mediated racism in school","authors":"Tiera Tanksley","doi":"10.1108/etpc-08-2023-0102","DOIUrl":"https://doi.org/10.1108/etpc-08-2023-0102","url":null,"abstract":"\u0000Purpose\u0000This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.\u0000\u0000\u0000Design/methodology/approach\u0000Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations.\u0000\u0000\u0000Findings\u0000Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world.\u0000\u0000\u0000Originality/value\u0000While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"35 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140352629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1108/etpc-05-2022-0064
Emma Bene, Stephanie M. Robillard
Purpose Using a discourse analytic approach, the purpose of this paper is to examine how genre impacts white readers when reading about historic acts of racial violence. Specifically, this study explores one white high school student’s stance-taking as she read an informational text and an eyewitness narrative about the Tulsa Race Massacre. Design/methodology/approach This study used discourse analysis (Gee, 1999) and the think-aloud method (Pressley and Afflerbach, 1996) to explore the white student’s interactions with genres of historical texts. The authors coupled iterative coding and memoing with discourse analysis to analyze the stances she adopted while reading. Findings The findings illustrate that the informational text allowed for a distancing from the racialized violence in the text, whereas the narrative created an opportunity for more connection to those who experienced the violence. Originality/value While genre and reader response has long been explored in English Education research, little research has examined the impact of genre on reading historical texts. This study demonstrates the influence that genre may have on white readers’ emotional responses and stance-taking practices when reading about historic acts of racial violence.
{"title":"Reading the Tulsa Race Massacre: a study exploring a white reader’s shifts in stance across genres of historical text","authors":"Emma Bene, Stephanie M. Robillard","doi":"10.1108/etpc-05-2022-0064","DOIUrl":"https://doi.org/10.1108/etpc-05-2022-0064","url":null,"abstract":"\u0000Purpose\u0000Using a discourse analytic approach, the purpose of this paper is to examine how genre impacts white readers when reading about historic acts of racial violence. Specifically, this study explores one white high school student’s stance-taking as she read an informational text and an eyewitness narrative about the Tulsa Race Massacre.\u0000\u0000\u0000Design/methodology/approach\u0000This study used discourse analysis (Gee, 1999) and the think-aloud method (Pressley and Afflerbach, 1996) to explore the white student’s interactions with genres of historical texts. The authors coupled iterative coding and memoing with discourse analysis to analyze the stances she adopted while reading.\u0000\u0000\u0000Findings\u0000The findings illustrate that the informational text allowed for a distancing from the racialized violence in the text, whereas the narrative created an opportunity for more connection to those who experienced the violence.\u0000\u0000\u0000Originality/value\u0000While genre and reader response has long been explored in English Education research, little research has examined the impact of genre on reading historical texts. This study demonstrates the influence that genre may have on white readers’ emotional responses and stance-taking practices when reading about historic acts of racial violence.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126142923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1108/etpc-08-2023-201
Joanne E. Marciano, Roderick L. Carey, ThedaMarie D. Gibbs Grey
{"title":"Guest editorial: The role of English teaching and teachers in supporting youths’ university futures and literacies","authors":"Joanne E. Marciano, Roderick L. Carey, ThedaMarie D. Gibbs Grey","doi":"10.1108/etpc-08-2023-201","DOIUrl":"https://doi.org/10.1108/etpc-08-2023-201","url":null,"abstract":"","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129074567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1108/etpc-05-2023-0044
Tonya B. Perry, Teaira McMurtry
Purpose The purpose of this paper is to explore the impact of a year-long writing intervention located in an urban high school in partnership with a university teacher education professor and the students. The goals were as follows: to increase student self-efficacy about writing overall; to increase the number of students who successfully improve scores on writing assessments; and to increase ACT exam scores, making students more qualified candidates for college admission. Design/methodology/approach The main method used for the research is a quantitative longitudinal study method, which involves collecting from each student, at pre-intervention and post-intervention, a writing sample. There are 54 students in the study. Findings Findings showed an increase in student proficiency overall, with an increase of 0.53 holistically. Effective writing instruction asks students to write often to develop their writing will and skill. There are many more factors beyond the teaching of “ACT prep” writing skills that must be considered, particularly when teaching marginalized groups. This study found that the following are important: building and sustaining positive rapport; using their language as part of the learning process; creating space for students to write regularly; writing on a variety of topics; reflecting on and monitoring their writing; and receiving timely and targeted feedback. Originality/value This paper discusses the impact of the writing intervention and describes the practices that were a part of the intervention for marginalized students in an urban school to increase their writing scores.
{"title":"“Writin’ain’t my thang”: creating high school student writers with ongoing support through an urban school–teacher education partnership","authors":"Tonya B. Perry, Teaira McMurtry","doi":"10.1108/etpc-05-2023-0044","DOIUrl":"https://doi.org/10.1108/etpc-05-2023-0044","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore the impact of a year-long writing intervention located in an urban high school in partnership with a university teacher education professor and the students. The goals were as follows: to increase student self-efficacy about writing overall; to increase the number of students who successfully improve scores on writing assessments; and to increase ACT exam scores, making students more qualified candidates for college admission.\u0000\u0000\u0000Design/methodology/approach\u0000The main method used for the research is a quantitative longitudinal study method, which involves collecting from each student, at pre-intervention and post-intervention, a writing sample. There are 54 students in the study.\u0000\u0000\u0000Findings\u0000Findings showed an increase in student proficiency overall, with an increase of 0.53 holistically. Effective writing instruction asks students to write often to develop their writing will and skill. There are many more factors beyond the teaching of “ACT prep” writing skills that must be considered, particularly when teaching marginalized groups. This study found that the following are important: building and sustaining positive rapport; using their language as part of the learning process; creating space for students to write regularly; writing on a variety of topics; reflecting on and monitoring their writing; and receiving timely and targeted feedback.\u0000\u0000\u0000Originality/value\u0000This paper discusses the impact of the writing intervention and describes the practices that were a part of the intervention for marginalized students in an urban school to increase their writing scores.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128438547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-21DOI: 10.1108/etpc-05-2022-0071
J. G. Schuman, D. Reynolds
Purpose Research has documented how white teachers often fall short of their anti-racist intentions. However, much of this research is done with preservice teachers or teachers across disciplines. The authors investigate stories in which white English teachers who teach substantial proportions of black students and who self-reported anti-racist goals nevertheless fell short of those goals. The purpose of the study is to understand the tensions between racial liberalism and racial literacy in their pedagogy. Design/methodology/approach The authors snowball sampled 12 veteran white high school English teachers (3–27 years’ experience) who taught in schools with substantial proportions of black students. The authors used a two-stage interview process to narrow the sample to 7 teachers who confirmed their anti-racist intentions and who wrote narratives of moments when they tried to be anti-racist, but the lesson failed in some way. The authors used a three-stage narrative analysis to analyze how racial liberalism and racial literacy were reflected in the narratives. Findings The veteran English teachers, despite their anti-racist intentions, told narratives that reflected racial liberalism, portraying racism as an individual and interpersonal phenomenon. Some narratives showed teachers who had taken steps toward racial literacy, but no narratives showed a fully developed sense of racial literacy, portraying the layers of institutional and structural racism in English education. Originality/value The sample suggests that veteran white English teachers are subject to similar limited racial literacies as novice teachers. While the authors found glimmers of racial literacy, they still note the work necessary to equip veteran English teachers with the racial literacies necessary for anti-racist instruction. The authors propose directions for teacher education, systemic support and professional development.
{"title":"Attempts at anti-racist teaching by white English teachers of black students","authors":"J. G. Schuman, D. Reynolds","doi":"10.1108/etpc-05-2022-0071","DOIUrl":"https://doi.org/10.1108/etpc-05-2022-0071","url":null,"abstract":"\u0000Purpose\u0000Research has documented how white teachers often fall short of their anti-racist intentions. However, much of this research is done with preservice teachers or teachers across disciplines. The authors investigate stories in which white English teachers who teach substantial proportions of black students and who self-reported anti-racist goals nevertheless fell short of those goals. The purpose of the study is to understand the tensions between racial liberalism and racial literacy in their pedagogy.\u0000\u0000\u0000Design/methodology/approach\u0000The authors snowball sampled 12 veteran white high school English teachers (3–27 years’ experience) who taught in schools with substantial proportions of black students. The authors used a two-stage interview process to narrow the sample to 7 teachers who confirmed their anti-racist intentions and who wrote narratives of moments when they tried to be anti-racist, but the lesson failed in some way. The authors used a three-stage narrative analysis to analyze how racial liberalism and racial literacy were reflected in the narratives.\u0000\u0000\u0000Findings\u0000The veteran English teachers, despite their anti-racist intentions, told narratives that reflected racial liberalism, portraying racism as an individual and interpersonal phenomenon. Some narratives showed teachers who had taken steps toward racial literacy, but no narratives showed a fully developed sense of racial literacy, portraying the layers of institutional and structural racism in English education.\u0000\u0000\u0000Originality/value\u0000The sample suggests that veteran white English teachers are subject to similar limited racial literacies as novice teachers. While the authors found glimmers of racial literacy, they still note the work necessary to equip veteran English teachers with the racial literacies necessary for anti-racist instruction. The authors propose directions for teacher education, systemic support and professional development.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129886883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1108/etpc-02-2023-0009
Lorena Gutiérrez
Purpose The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers. Design/methodology/approach This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis. Findings Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status. Originality/value Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.
{"title":"“Sigo en lo Mismo”: the impact of papeles on the education of undocumented Latinx migrant and seasonal farmworkers","authors":"Lorena Gutiérrez","doi":"10.1108/etpc-02-2023-0009","DOIUrl":"https://doi.org/10.1108/etpc-02-2023-0009","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.\u0000\u0000\u0000Design/methodology/approach\u0000This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.\u0000\u0000\u0000Findings\u0000Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.\u0000\u0000\u0000Originality/value\u0000Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133947777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.1108/etpc-01-2023-0005
Melanie D. Koss, Deborah Greenblatt
Purpose Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a “disruptor” in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms to challenge the status quo and identify ways to become upstanders in the face of hate. Design/methodology/approach Through a content analysis using a critical literacy framework, the authors analyzed The Assignment for pedagogical ways to use the novel to challenge educators and students to examine and rethink how they feel about hate, bias and antisemitism. Findings Four ways the novel can be used as a disrupter were identified: text structure and language, pedagogical practices and curriculum violence, the student/peer/authority figure power dynamic and challenging accepted beliefs that can lead to bias, hate and antisemitism. Practical implications Although all individuals can be impacted by hate and antisemitism, this article focuses on young adults as they are the novel’s target audience. However, the authors believe people of all ages have the potential to disrupt societal practices and become upstanders and suggest ideas in this article be applied broadly to other novels and teaching situations. Originality/value A focus is on the ways the novel can build a community of allies and upstanders – students as agents of change rather than complacent bystanders. As bias, hate and antisemitism are on the rise, this article presents a unique way to combat it through literature and critical discussion.
{"title":"Building a community of allies and upstanders: Using The Assignment to disrupt hate, bias and antisemitism","authors":"Melanie D. Koss, Deborah Greenblatt","doi":"10.1108/etpc-01-2023-0005","DOIUrl":"https://doi.org/10.1108/etpc-01-2023-0005","url":null,"abstract":"\u0000Purpose\u0000Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a “disruptor” in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms to challenge the status quo and identify ways to become upstanders in the face of hate.\u0000\u0000\u0000Design/methodology/approach\u0000Through a content analysis using a critical literacy framework, the authors analyzed The Assignment for pedagogical ways to use the novel to challenge educators and students to examine and rethink how they feel about hate, bias and antisemitism.\u0000\u0000\u0000Findings\u0000Four ways the novel can be used as a disrupter were identified: text structure and language, pedagogical practices and curriculum violence, the student/peer/authority figure power dynamic and challenging accepted beliefs that can lead to bias, hate and antisemitism.\u0000\u0000\u0000Practical implications\u0000Although all individuals can be impacted by hate and antisemitism, this article focuses on young adults as they are the novel’s target audience. However, the authors believe people of all ages have the potential to disrupt societal practices and become upstanders and suggest ideas in this article be applied broadly to other novels and teaching situations.\u0000\u0000\u0000Originality/value\u0000A focus is on the ways the novel can build a community of allies and upstanders – students as agents of change rather than complacent bystanders. As bias, hate and antisemitism are on the rise, this article presents a unique way to combat it through literature and critical discussion.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124646320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1108/etpc-07-2022-0085
Jennifer C. Mann, Alison Turner
Purpose This study aims to explore the stories of two young refugee women, Sue Mar and Amora, and how their adolescent identities, experiences, and beliefs, partially shaped by their English teacher, helped pave their paths to higher education. Design/methodology/approach This study is guided by the lens of critical literacy as “a way of being and doing” (Vasquez et al., 2019). The authors chose portraiture, a participant-centered methodology, as a response to the historical marginalization of refugees, to bring their voices to the forefront (Lawrence-Lightfoot and Davis, 1997). They draw from interviews conducted with Sue Mar and Amora, document analysis, and an interview with the English teacher. Findings In Sue Mar and Amora’s portraits, aspiration and determination are seen as primary factors in their college-going. In addition, Sue Mar and Amora were propelled by their English teacher’s support through the cultivation of a loving relationship, high expectations, and critical pedagogical practices. Their family and community fostered beliefs about the power and potential of education, and other refugees served as important role models. Research limitations/implications Researchers should explore refugee students’ experiences accessing higher education. Practical implications English educators should connect literature to the lived experiences of their students to show that they value their students’ knowledge and past experiences. Social implications Policymakers should consider the role that community colleges play in the lives of refugee students and should support programs including tuition reduction for refugee students. Originality/value As only 6% of refugees currently attend college (UNHCR, 2023), it is essential to understand factors that contributed to students’ college-going.
本研究旨在探讨两位年轻难民妇女苏·玛和阿莫拉的故事，以及她们的青少年身份、经历和信仰是如何部分由她们的英语老师塑造的，从而为她们获得高等教育铺平了道路。设计/方法/方法本研究以批判性素养作为“一种存在和行为方式”的视角为指导(Vasquez et al.， 2019)。作者选择了肖像，以参与者为中心的方法，作为对难民历史边缘化的回应，将他们的声音带到最前沿(Lawrence-Lightfoot和Davis, 1997)。他们从对Sue Mar和Amora的采访、文献分析和对英语老师的采访中得出结论。在苏·玛和阿莫拉的肖像中，抱负和决心被视为她们上大学的主要因素。此外，Sue Mar和Amora在英语老师的支持下，通过培养爱的关系、高期望和批判性的教学实践得到了推动。他们的家庭和社区培养了他们对教育的力量和潜力的信念，而其他难民则是重要的榜样。研究局限/启示研究人员应探索难民学生接受高等教育的经历。英语教育者应该将文学作品与学生的生活经历联系起来，以表明他们重视学生的知识和过去的经验。社会影响政策制定者应考虑社区大学在难民学生生活中所扮演的角色，并应支持包括难民学生学费减免在内的项目。独创性/价值目前只有6%的难民上大学(UNHCR, 2023)，了解影响学生上大学的因素至关重要。
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Pub Date : 2023-06-28DOI: 10.1108/etpc-10-2022-0160
Danielle Filipiak, Dr Limarys Caraballo
Purpose This paper aims to examine critical, college-going identities and literacies of first-generation immigrant youth within a dual enrollment, youth participatory action research seminar. Design/methodology/approach This study is a qualitative case study drawn from a larger, critical ethnographic study. Findings Findings illustrate that youth’s multiple literacies, forged in a deliberately intergenerational and relational space, served as a powerful site of analysis as well as a means to disrupt restrictive definitions of success, supporting youth’s worldmaking amidst the construction and negotiation of new and critical “academic” identities grounded in the familial, cultural and historical knowledges that their inquiries surfaced. Originality/value This research attends to the transformative power afforded by humanizing collectives that center youth voices and perspectives, specifically those of first-generation immigrant students.
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