Pub Date : 2022-08-03DOI: 10.1108/etpc-04-2022-0054
Ryan Schey
Purpose Current legislative, policy and cultural efforts to censor and illegalize classroom discussions and curricular representations of LGBTQ+ people reflect longstanding challenges in English education. In an effort to explore what curricular inclusion can (not) accomplish – especially what and how current struggles over inclusion, censorship, illegalization and ultimately representation in English education might (not) contribute to queer and trans liberation – the purpose of this article is to feature the experiences of queer and trans youth as knowers in classroom lessons with LGBTQ+-inclusive curriculum. Design/methodology/approach Drawing from a yearlong literacy ethnography at a Midwestern high school in which the author explored youth and adults reading, writing and talking about sexual and gender diversity, in this article the author focuses on one literacy learning context at the high school, a co-taught sophomore humanities that combined English language arts and social studies. Findings Engaging theories of epistemic (in) justice, the findings of this article highlight the experiences of queer and trans youth – especially two queer youth of Color, Camden and Imani – as knowers in the context of an LGBTQ+-inclusive classroom curriculum. The author describes epistemic harms with respect to distortions of credibility and homonormative assimilationist requirements and reflects on alternative possibilities that youth gestured toward through their small resistances. Originality/value By centering the experiences of LGBTQ+ youth, this article contributes to research about LGBTQ+-inclusive curriculum in English teaching. Previous research, when empirical rather than conceptual, has tended to focus on the perspectives of teachers.
{"title":"Queer and trans youth (not) knowing: experiences of epistemic (in)justice in the context of an LGBTQ+-inclusive secondary curriculum","authors":"Ryan Schey","doi":"10.1108/etpc-04-2022-0054","DOIUrl":"https://doi.org/10.1108/etpc-04-2022-0054","url":null,"abstract":"\u0000Purpose\u0000Current legislative, policy and cultural efforts to censor and illegalize classroom discussions and curricular representations of LGBTQ+ people reflect longstanding challenges in English education. In an effort to explore what curricular inclusion can (not) accomplish – especially what and how current struggles over inclusion, censorship, illegalization and ultimately representation in English education might (not) contribute to queer and trans liberation – the purpose of this article is to feature the experiences of queer and trans youth as knowers in classroom lessons with LGBTQ+-inclusive curriculum.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing from a yearlong literacy ethnography at a Midwestern high school in which the author explored youth and adults reading, writing and talking about sexual and gender diversity, in this article the author focuses on one literacy learning context at the high school, a co-taught sophomore humanities that combined English language arts and social studies.\u0000\u0000\u0000Findings\u0000Engaging theories of epistemic (in) justice, the findings of this article highlight the experiences of queer and trans youth – especially two queer youth of Color, Camden and Imani – as knowers in the context of an LGBTQ+-inclusive classroom curriculum. The author describes epistemic harms with respect to distortions of credibility and homonormative assimilationist requirements and reflects on alternative possibilities that youth gestured toward through their small resistances.\u0000\u0000\u0000Originality/value\u0000By centering the experiences of LGBTQ+ youth, this article contributes to research about LGBTQ+-inclusive curriculum in English teaching. Previous research, when empirical rather than conceptual, has tended to focus on the perspectives of teachers.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131221936","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 : 2022-07-26DOI: 10.1108/etpc-08-2021-0096
Bethany Monea, Katie Burrows-Stone, Jennifer Griffith Dunbar, Jennifer L. Freed, A. Stornaiuolo, Autumn A. Griffin
Purpose Adaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose of this paper is to explore how the structure and process of teacher inquiry supported ELA teachers in enacting and cultivating adaptive repertoires for facilitating discussion in online contexts during the disruptions of the 2020–2021 school year. Design/methodology/approach As an inquiry team comprising teacher-researchers from secondary and university-based contexts, the authors used practitioner inquiry methods in the context of a multi-year, multi-sited study involving, design-based and teacher-research methodologies. Findings This paper shows how teachers’ engagement in digital teacher inquiry groups supported their willingness to be playful and adapt their practices in response to one another, creating conditions for powerful teacher learning through relational inquiry online. This paper identified three specific relational practices that were critical for cultivating adaptive repertories in teachers’ learning with and from each other: cultivating empathy; attuning to silences and actively listening; and decentering authority across multiple platforms and modalities. The authors discuss how teachers carried these practices to and from their digital discussions with their students and with each other, demonstrating how this recursive cycle of inquiry and practice deepened their learning, relationships and adaptive repertoires. Originality/value The authors discuss the implications of these practices for equity-oriented and dialogic teacher learning that can transform classroom practice, illustrating the power of online teacher inquiry groups for developing ELA teachers’ adaptive expertise – something urgently important for teaching in digitally mediated contexts and through unsettled times.
{"title":"“Live within the messiness”: how a digitally mediated inquiry community supported ELA teachers in cultivating adaptive repertoires","authors":"Bethany Monea, Katie Burrows-Stone, Jennifer Griffith Dunbar, Jennifer L. Freed, A. Stornaiuolo, Autumn A. Griffin","doi":"10.1108/etpc-08-2021-0096","DOIUrl":"https://doi.org/10.1108/etpc-08-2021-0096","url":null,"abstract":"\u0000Purpose\u0000Adaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose of this paper is to explore how the structure and process of teacher inquiry supported ELA teachers in enacting and cultivating adaptive repertoires for facilitating discussion in online contexts during the disruptions of the 2020–2021 school year.\u0000\u0000\u0000Design/methodology/approach\u0000As an inquiry team comprising teacher-researchers from secondary and university-based contexts, the authors used practitioner inquiry methods in the context of a multi-year, multi-sited study involving, design-based and teacher-research methodologies.\u0000\u0000\u0000Findings\u0000This paper shows how teachers’ engagement in digital teacher inquiry groups supported their willingness to be playful and adapt their practices in response to one another, creating conditions for powerful teacher learning through relational inquiry online. This paper identified three specific relational practices that were critical for cultivating adaptive repertories in teachers’ learning with and from each other: cultivating empathy; attuning to silences and actively listening; and decentering authority across multiple platforms and modalities. The authors discuss how teachers carried these practices to and from their digital discussions with their students and with each other, demonstrating how this recursive cycle of inquiry and practice deepened their learning, relationships and adaptive repertoires.\u0000\u0000\u0000Originality/value\u0000The authors discuss the implications of these practices for equity-oriented and dialogic teacher learning that can transform classroom practice, illustrating the power of online teacher inquiry groups for developing ELA teachers’ adaptive expertise – something urgently important for teaching in digitally mediated contexts and through unsettled times.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123906575","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 : 2022-07-19DOI: 10.1108/etpc-03-2022-0051
M. Juzwik, R. LeBlanc, Denise Dávila, Eric D. Rackley, Loukia K. Sarroub
Purpose In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion? Design/methodology/approach Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another. Findings Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories. Research limitations/implications The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale. Practical implications The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making. Social implications Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consid
{"title":"Spiritual and religious meaning making in language and literacy studies: global perspectives on teaching, learning, curriculum and policy","authors":"M. Juzwik, R. LeBlanc, Denise Dávila, Eric D. Rackley, Loukia K. Sarroub","doi":"10.1108/etpc-03-2022-0051","DOIUrl":"https://doi.org/10.1108/etpc-03-2022-0051","url":null,"abstract":"\u0000Purpose\u0000In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion?\u0000\u0000\u0000Design/methodology/approach\u0000Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another.\u0000\u0000\u0000Findings\u0000Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories.\u0000\u0000\u0000Research limitations/implications\u0000The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale.\u0000\u0000\u0000Practical implications\u0000The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making.\u0000\u0000\u0000Social implications\u0000Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consid","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126571119","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 : 2022-07-07DOI: 10.1108/etpc-04-2021-0025
Fei Victor Lim, A. Chia, Thi Thu Ha Nguyen
Purpose The purpose of this study is to examine five Secondary English Language teachers’ perceptions and practices of multiliteracies teaching in the context of a decade after multiliteracies was introduced into the English Language syllabus in Singapore. Design/methodology/approach Adopting a case study approach, the authors observed 12 multiliteracies lessons taught by the five teacher participants across three secondary schools. The classroom data included field notes and video-recordings of the lessons. The authors also conducted pre-lesson and post-lesson interviews with the teachers to understand their beliefs and the rationale behind their classroom practices. The video-recordings of the lessons and audio-recordings of the interviews were transcribed verbatim and analysed using thematic coding. Findings The authors identify an essentialising of multiliteracies to the skills of viewing and representing with multimodal texts, as well as a sense of uncertainty amongst the teachers towards the teaching of multiliteracies. In terms of practices, the authors observed an attempt to connect with the students’ life-worlds through the use of authentic materials, but often only in service of language learning. The authors also highlight the constraining influence of assessment on shaping multiliteracies learning. The findings of this study resonate with the conclusions that some of the earlier studies reported on teachers’ perceptions and practices of multiliteracies teaching. This resonation suggests perennial issues and challenges which remain unresolved. Research limitations/implications This study is limited by the number of participants as well as the selected lessons the authors observed. The schools, while selected because they were considered as mid-range public schools in Singapore, were also not representative of all Singapore schools. As such, the authors acknowledge that the generalisability of the findings from this study is limited. Practical implications The issues raised in this study resonate with the findings from previous studies both from Singapore and around the world. The persistence of these concerns over time and space that remain unresolved demands attention and concerted action from policymakers, curriculum developers and education researchers, to address the challenges in multiliteracies teaching and learning. Originality/value This study was conducted a decade after the launch of the English Language Syllabus 2010, which first incorporated multiliteracies into the curriculum. This study examines the teachers’ perceptions and practices in relation to the policy intent. The implications from this study are relevant to educators interested in integrating multiliteracies in the literacy curriculum internationally.
{"title":"“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies","authors":"Fei Victor Lim, A. Chia, Thi Thu Ha Nguyen","doi":"10.1108/etpc-04-2021-0025","DOIUrl":"https://doi.org/10.1108/etpc-04-2021-0025","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine five Secondary English Language teachers’ perceptions and practices of multiliteracies teaching in the context of a decade after multiliteracies was introduced into the English Language syllabus in Singapore.\u0000\u0000\u0000Design/methodology/approach\u0000Adopting a case study approach, the authors observed 12 multiliteracies lessons taught by the five teacher participants across three secondary schools. The classroom data included field notes and video-recordings of the lessons. The authors also conducted pre-lesson and post-lesson interviews with the teachers to understand their beliefs and the rationale behind their classroom practices. The video-recordings of the lessons and audio-recordings of the interviews were transcribed verbatim and analysed using thematic coding.\u0000\u0000\u0000Findings\u0000The authors identify an essentialising of multiliteracies to the skills of viewing and representing with multimodal texts, as well as a sense of uncertainty amongst the teachers towards the teaching of multiliteracies. In terms of practices, the authors observed an attempt to connect with the students’ life-worlds through the use of authentic materials, but often only in service of language learning. The authors also highlight the constraining influence of assessment on shaping multiliteracies learning. The findings of this study resonate with the conclusions that some of the earlier studies reported on teachers’ perceptions and practices of multiliteracies teaching. This resonation suggests perennial issues and challenges which remain unresolved.\u0000\u0000\u0000Research limitations/implications\u0000This study is limited by the number of participants as well as the selected lessons the authors observed. The schools, while selected because they were considered as mid-range public schools in Singapore, were also not representative of all Singapore schools. As such, the authors acknowledge that the generalisability of the findings from this study is limited.\u0000\u0000\u0000Practical implications\u0000The issues raised in this study resonate with the findings from previous studies both from Singapore and around the world. The persistence of these concerns over time and space that remain unresolved demands attention and concerted action from policymakers, curriculum developers and education researchers, to address the challenges in multiliteracies teaching and learning.\u0000\u0000\u0000Originality/value\u0000This study was conducted a decade after the launch of the English Language Syllabus 2010, which first incorporated multiliteracies into the curriculum. This study examines the teachers’ perceptions and practices in relation to the policy intent. The implications from this study are relevant to educators interested in integrating multiliteracies in the literacy curriculum internationally.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126991754","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 : 2022-06-27DOI: 10.1108/etpc-07-2021-0091
Mike Cook, A. Boyd, Brandon L. Sams
Purpose The purpose of this study was to examine how teachers’ constructions of youth inform their text selections, particularly as they relate to a problematic author. Design/methodology/approach As part of a larger, national study, the authors use interview data from 18 participants – 9 who still teach and 9 who no longer teach Alexie – to consider how teachers’ constructions of youth play roles in their decisions to teach or avoid complex and controversial authors and topics, specifically the work and life of Sherman Alexie in the #MeToo era. Findings Findings suggest teachers who constructed youth through asset-based frameworks – as complex and capable – were likely to keep teaching Alexie or have conversations about the #MeToo movement. Teachers who constructed students in deficit ways, as “not ready,” harkened back to Lesko’s (2012) critique, and were more likely to either remove Alexie from the curriculum entirely or engage students in conversations about the text only, leaving Alexie’s life out of the classroom. Originality/value Building on Lesko’s work on constructions of adolescence and its intersection with Petrone et al.’s youth lens and Critical Youth Studies (e.g., Petrone and Lewis, 2021), this study describes the ways in which teachers’ views of students served as rationales for their teaching decisions around whether, if or how to include the works and life of Sherman Alexie.
{"title":"Constructions of youth and responses to problematic authors: examining ELA teachers’ choices to select or avoid Sherman Alexie","authors":"Mike Cook, A. Boyd, Brandon L. Sams","doi":"10.1108/etpc-07-2021-0091","DOIUrl":"https://doi.org/10.1108/etpc-07-2021-0091","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study was to examine how teachers’ constructions of youth inform their text selections, particularly as they relate to a problematic author.\u0000\u0000\u0000Design/methodology/approach\u0000As part of a larger, national study, the authors use interview data from 18 participants – 9 who still teach and 9 who no longer teach Alexie – to consider how teachers’ constructions of youth play roles in their decisions to teach or avoid complex and controversial authors and topics, specifically the work and life of Sherman Alexie in the #MeToo era.\u0000\u0000\u0000Findings\u0000Findings suggest teachers who constructed youth through asset-based frameworks – as complex and capable – were likely to keep teaching Alexie or have conversations about the #MeToo movement. Teachers who constructed students in deficit ways, as “not ready,” harkened back to Lesko’s (2012) critique, and were more likely to either remove Alexie from the curriculum entirely or engage students in conversations about the text only, leaving Alexie’s life out of the classroom.\u0000\u0000\u0000Originality/value\u0000Building on Lesko’s work on constructions of adolescence and its intersection with Petrone et al.’s youth lens and Critical Youth Studies (e.g., Petrone and Lewis, 2021), this study describes the ways in which teachers’ views of students served as rationales for their teaching decisions around whether, if or how to include the works and life of Sherman Alexie.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130455349","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 : 2022-06-17DOI: 10.1108/etpc-11-2020-0150
Emma Abruzzo, Katrina Bartow Jacobs
Purpose This paper aims to suggest a new way for structuring English teacher preparation within traditional university programs, challenging the age-old use of formal lesson plan reflections and introducing critical narratives as course texts to better understand pre-service teacher experiences. Through this reimagined English methods curriculum, the authors establish increased cohesion between practice and theory, facilitate the development of teacher reflective practice and establish methods for apprehending the emotional experience of pre-service educators. Design/methodology/approach This study of 18 pre-service English language arts students considers how teacher education programs could better emphasize socio-emotional elements of teaching by asking students to produce and engage with critical narratives that require more than just an appraisal of learning outcomes of direct instruction, but merge critical inquiry, ethical teaching considerations, self-reflection and perceptions of practice. Findings The findings indicate that when compared with traditional lesson plan reflections, critical narrative reflections of field experiences increase student focus on emotional aspects of teaching, provide a more nuanced lens into emotional experiences and establish a more complex conception of the teaching practice. Originality/value This curricular design challenges the prevailing ways that English pre-service educators are understood and taught through a reimagined understanding and application of narrative writing as course texts.
{"title":"“I felt goosebumps”: emotional experiences of pre-service English teachers and the critical use of narratives","authors":"Emma Abruzzo, Katrina Bartow Jacobs","doi":"10.1108/etpc-11-2020-0150","DOIUrl":"https://doi.org/10.1108/etpc-11-2020-0150","url":null,"abstract":"\u0000Purpose\u0000This paper aims to suggest a new way for structuring English teacher preparation within traditional university programs, challenging the age-old use of formal lesson plan reflections and introducing critical narratives as course texts to better understand pre-service teacher experiences. Through this reimagined English methods curriculum, the authors establish increased cohesion between practice and theory, facilitate the development of teacher reflective practice and establish methods for apprehending the emotional experience of pre-service educators.\u0000\u0000\u0000Design/methodology/approach\u0000This study of 18 pre-service English language arts students considers how teacher education programs could better emphasize socio-emotional elements of teaching by asking students to produce and engage with critical narratives that require more than just an appraisal of learning outcomes of direct instruction, but merge critical inquiry, ethical teaching considerations, self-reflection and perceptions of practice.\u0000\u0000\u0000Findings\u0000The findings indicate that when compared with traditional lesson plan reflections, critical narrative reflections of field experiences increase student focus on emotional aspects of teaching, provide a more nuanced lens into emotional experiences and establish a more complex conception of the teaching practice.\u0000\u0000\u0000Originality/value\u0000This curricular design challenges the prevailing ways that English pre-service educators are understood and taught through a reimagined understanding and application of narrative writing as course texts.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122336092","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 : 2022-05-11DOI: 10.1108/etpc-11-2021-0145
A. Whitney, Suresh Canagarajah
Purpose This essay-conversation brings together two literacy scholars who have worked with religious literacies: Suresh Canagarajah and Anne Elrod Whitney. They discuss not only the importance of religious literacies research but also their own experiences conducting such research as people of faith themselves. Design/methodology/approach The essay is derived from a live interview conversation between the authors, which was later edited along with short introductory and closing material. Findings Their conversation addresses religious literacies in disciplinary contexts, in teaching and in the careers of scholars. Originality/value This essay offers researchers and practitioners in literacy education a perspective from two scholars whose recent work has treated their own faith explicitly.
{"title":"Breaking spiritual silences as literacy education scholars: a conversation","authors":"A. Whitney, Suresh Canagarajah","doi":"10.1108/etpc-11-2021-0145","DOIUrl":"https://doi.org/10.1108/etpc-11-2021-0145","url":null,"abstract":"\u0000Purpose\u0000This essay-conversation brings together two literacy scholars who have worked with religious literacies: Suresh Canagarajah and Anne Elrod Whitney. They discuss not only the importance of religious literacies research but also their own experiences conducting such research as people of faith themselves.\u0000\u0000\u0000Design/methodology/approach\u0000The essay is derived from a live interview conversation between the authors, which was later edited along with short introductory and closing material.\u0000\u0000\u0000Findings\u0000Their conversation addresses religious literacies in disciplinary contexts, in teaching and in the careers of scholars.\u0000\u0000\u0000Originality/value\u0000This essay offers researchers and practitioners in literacy education a perspective from two scholars whose recent work has treated their own faith explicitly.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123337293","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 : 2022-04-29DOI: 10.1108/etpc-09-2021-0124
Denise Dávila
Purpose Set in a Mexican-American community of a US Gulf Coast state, the purpose of this paper was to describe how three young siblings and their family members constructed their spiritual, ethnic and communicative identities within the context of a virtual family literacy program during COVID-19. Design/methodology/approach This project was approached as an illustrative case study that focused on one family’s engagement with a children’s book in which the protagonists retell the legend of the Catholic patroness of the Americas, Our Lady of Guadalupe. Findings The case study illustrates how the children's spiritual/religious identities were inseparably intertwined with their home literacy practices and their identities as communicators with others. The children’s everyday spiritual/religious practices, routines and activities motivated familial conversations and dialogue that engage and support children’s literacy development. Originality/value Although there is a large corpus of scholarship about secular early literacy program for families with preschool children, there are few that describe the recognition and inclusion of families’ spiritual/religious identities.
{"title":"“Somos fieles creyentes”: children’s construction of spiritual and literate identities at home","authors":"Denise Dávila","doi":"10.1108/etpc-09-2021-0124","DOIUrl":"https://doi.org/10.1108/etpc-09-2021-0124","url":null,"abstract":"\u0000Purpose\u0000Set in a Mexican-American community of a US Gulf Coast state, the purpose of this paper was to describe how three young siblings and their family members constructed their spiritual, ethnic and communicative identities within the context of a virtual family literacy program during COVID-19.\u0000\u0000\u0000Design/methodology/approach\u0000This project was approached as an illustrative case study that focused on one family’s engagement with a children’s book in which the protagonists retell the legend of the Catholic patroness of the Americas, Our Lady of Guadalupe.\u0000\u0000\u0000Findings\u0000The case study illustrates how the children's spiritual/religious identities were inseparably intertwined with their home literacy practices and their identities as communicators with others. The children’s everyday spiritual/religious practices, routines and activities motivated familial conversations and dialogue that engage and support children’s literacy development.\u0000\u0000\u0000Originality/value\u0000Although there is a large corpus of scholarship about secular early literacy program for families with preschool children, there are few that describe the recognition and inclusion of families’ spiritual/religious identities.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124575921","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 : 2022-04-22DOI: 10.1108/etpc-09-2021-0116
Jennifer Wargo
Purpose The purpose of this narrative is to share insights on the little-known two-by-two evangelical sect, specifically its use of English teaching in South Korea and China as a missionary tool of conversion. Design/methodology/approach This narrative is written in memoir-style, with sections that analyze the author’s experiences. The analysis looks at the two-by-two sect through the lens of Gee’s Theory of Discourse. Findings Based on the author’s experiences as an insider for 35 years in the two-by-two evangelical sect, four of those in China and S. Korea, she discusses the use of English teaching as a missionary tool of conversion. The paper questions the ethicality of this practice. Practical implications The author suggests that global English teachers should carefully examine their own religiosity to make sure they are not ethically compromising opportunities for their students in an effort to create converts. Originality/value This paper sheds light on the global nature of the two-by-two sect, a religion that has very little written about it in the scholarly realm.
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Pub Date : 2022-04-20DOI: 10.1108/etpc-08-2021-0105
Matthew R. Deroo, I. Mohamud
Purpose The purpose of this paper is to examine how a transnational immigrant youth’s engagement on social media supported her identity formation and allowed space to advance more just framing of Islam across school and online communities. Design/methodology/approach This qualitative study draws on data collected across two years, including interviews, classroom observations and social media posts. Using digital religion and counterstorying as a constructive theoretical frame, the authors asked: What was the role of social media in supporting a transnational immigrant youth’s critical media literacy practices within and beyond school. How, if at all, did these practices shift over time? Findings Findings highlight how I. Mohamud used social media in support of her identity development as a female, Muslim youth in a political climate antithetical to such liberation and how through an online community she engaged in counter stories to negative framing of Islam. Originality/value Our collaborative writing answers Lam and Warriner’s (2012) call for research exploring how individuals from migrant backgrounds interact with “diverse media representations and mobilize different interpretive frames for understanding societal events and personal experiences” (p. 207). Moreover, this study further answers El-Haj and Bonet (2012) call for research investigating “ways that youth inhabit particular identities in specific contexts and interactions and across time” (p. 41).
{"title":"“I would rather be informed than misinformed”: critical conversations supporting transnational religious identity across time and space","authors":"Matthew R. Deroo, I. Mohamud","doi":"10.1108/etpc-08-2021-0105","DOIUrl":"https://doi.org/10.1108/etpc-08-2021-0105","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine how a transnational immigrant youth’s engagement on social media supported her identity formation and allowed space to advance more just framing of Islam across school and online communities.\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative study draws on data collected across two years, including interviews, classroom observations and social media posts. Using digital religion and counterstorying as a constructive theoretical frame, the authors asked: What was the role of social media in supporting a transnational immigrant youth’s critical media literacy practices within and beyond school. How, if at all, did these practices shift over time?\u0000\u0000\u0000Findings\u0000Findings highlight how I. Mohamud used social media in support of her identity development as a female, Muslim youth in a political climate antithetical to such liberation and how through an online community she engaged in counter stories to negative framing of Islam.\u0000\u0000\u0000Originality/value\u0000Our collaborative writing answers Lam and Warriner’s (2012) call for research exploring how individuals from migrant backgrounds interact with “diverse media representations and mobilize different interpretive frames for understanding societal events and personal experiences” (p. 207). Moreover, this study further answers El-Haj and Bonet (2012) call for research investigating “ways that youth inhabit particular identities in specific contexts and interactions and across time” (p. 41).\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129191486","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}
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