Pub Date : 2021-01-22DOI: 10.1108/ETPC-10-2019-0125
Lindy L. Johnson, G. Kim
Purpose The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students. Design/methodology/approach Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified. Findings The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others. Research limitations/implications Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic. Originality/value Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.
{"title":"Experimenting with game-based learning in preservice teacher education","authors":"Lindy L. Johnson, G. Kim","doi":"10.1108/ETPC-10-2019-0125","DOIUrl":"https://doi.org/10.1108/ETPC-10-2019-0125","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students.\u0000\u0000\u0000Design/methodology/approach\u0000Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified.\u0000\u0000\u0000Findings\u0000The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others.\u0000\u0000\u0000Research limitations/implications\u0000Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic.\u0000\u0000\u0000Originality/value\u0000Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"2016 1","pages":"78-93"},"PeriodicalIF":0.9,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81971272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-19DOI: 10.1108/ETPC-07-2020-0076
Sally A. Brown
Purpose The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children’s literature. In particular, attention is paid to the ways students translanguage as part of the learning process. Design/methodology/approach An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning. Findings The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children’s literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives. Originality/value This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.
{"title":"Emergent bilinguals as text designers: rendering meaning through signs","authors":"Sally A. Brown","doi":"10.1108/ETPC-07-2020-0076","DOIUrl":"https://doi.org/10.1108/ETPC-07-2020-0076","url":null,"abstract":"\u0000Purpose\u0000The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children’s literature. In particular, attention is paid to the ways students translanguage as part of the learning process.\u0000\u0000\u0000Design/methodology/approach\u0000An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning.\u0000\u0000\u0000Findings\u0000The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children’s literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives.\u0000\u0000\u0000Originality/value\u0000This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"3 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84796232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.1108/etpc-11-2018-0112
S. Shelton, S. Melchior
Purpose This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces. Design/methodology/approach This study’s methodology centers participants’ experiences and understandings over the course of two years of interviews, classroom observations and discussion groups. The study is conceptually informed by Sara Ahmed’s argument that social justice is often approached as something that education “can do,” which is problematic because it assumes that successful enactment is “intrinsic to the term.” Discussing and/or intending social justice replaces real change, and those leading the conversations believe that they have made meaningful differences. Instead, true shifts in thinking and action are “dependent on forms of institutional commitment […and] how it [diversity/social justice] gets taken up” (p. 241). Findings Using an in vivo coding approach – i.e. using direct quotations of participants’ words to name the new codes – the authors organized their findings into two discussions: “Damn – Every Time I’m with the Kids, I Just End Up Feeling Frozen”; and “Maybe I’m Just Not Giving These Kids a Fair Shake – Maybe I’m the Problem”. Originality/value The participants centered a participatory examination of intersectionality, rather than the previous teacher-mandated one. They “put into action” -xplorations of intersectionality that were predicated on students’ identities and experiences, thus making intersectionality a lived concept, rather than an intellectual one, and transforming students’ and their own engagement.
{"title":"“Doing diversity”: a narrative examination of veteran teachers’ renewed agency through intersectional teaching","authors":"S. Shelton, S. Melchior","doi":"10.1108/etpc-11-2018-0112","DOIUrl":"https://doi.org/10.1108/etpc-11-2018-0112","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces.\u0000\u0000\u0000Design/methodology/approach\u0000This study’s methodology centers participants’ experiences and understandings over the course of two years of interviews, classroom observations and discussion groups. The study is conceptually informed by Sara Ahmed’s argument that social justice is often approached as something that education “can do,” which is problematic because it assumes that successful enactment is “intrinsic to the term.” Discussing and/or intending social justice replaces real change, and those leading the conversations believe that they have made meaningful differences. Instead, true shifts in thinking and action are “dependent on forms of institutional commitment […and] how it [diversity/social justice] gets taken up” (p. 241).\u0000\u0000\u0000Findings\u0000Using an in vivo coding approach – i.e. using direct quotations of participants’ words to name the new codes – the authors organized their findings into two discussions: “Damn – Every Time I’m with the Kids, I Just End Up Feeling Frozen”; and “Maybe I’m Just Not Giving These Kids a Fair Shake – Maybe I’m the Problem”.\u0000\u0000\u0000Originality/value\u0000The participants centered a participatory examination of intersectionality, rather than the previous teacher-mandated one. They “put into action” -xplorations of intersectionality that were predicated on students’ identities and experiences, thus making intersectionality a lived concept, rather than an intellectual one, and transforming students’ and their own engagement.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"16 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80947649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.1108/etpc-06-2020-0055
Caroline Hamilton-McKenna, T. Rogers
Purpose In an era when engagement in public spaces and places is increasingly regulated and constrained, we argue for the use of literary analytic tools to enable younger generations to critically examine and reenvision everyday spatialities (Rogers, 2016; Rogers et al., 2015). The purpose of this paper is to consider how spatial analyses of contemporary young adult literature enrich interrogations of the spaces and places youth must navigate, and the consequences of participation for different bodies across those spheres. Design/methodology/approach In a graduate seminar of teachers and writers, we examined literary texts through a combined framework of feminist cultural geography, mobilities and critical mobilities studies. In this paper, we interweave our own spatial analyses of two selected works of young adult fiction with the reflections of our graduate student participants to explore our spatial framework and its potential to enhance critical approaches to literature instruction. Findings We argue that spatial literary analysis may equip teachers and students with tools to critically examine the spaces and places of everyday life and creatively reenvision what it means to be an engaged citizen in uncertain and troubling times. Originality/value While we have engaged in this work for several years, we found that in light of the global pandemic, coupled with the recent antiracist demonstrations, a spatial approach to literary study emerges as a potentially even more relevant and powerful component of literature instruction.
在一个参与公共空间和场所日益受到管制和约束的时代，我们主张使用文学分析工具，使年轻一代能够批判性地审视和重新设想日常空间性(Rogers, 2016;Rogers et al.， 2015)。本文的目的是考虑当代青年文学的空间分析如何丰富青年必须导航的空间和地点的疑问，以及在这些领域中不同主体参与的后果。在一个由教师和作家组成的研究生研讨会上，我们通过女权主义文化地理学、流动性和批判性流动性研究的综合框架来研究文学文本。在本文中，我们将自己对两部青年小说作品的空间分析与我们的研究生参与者的反思相结合，以探索我们的空间框架及其增强文学教学批判方法的潜力。我们认为，空间文学分析可以为教师和学生提供工具，以批判性地审视日常生活的空间和场所，并创造性地重新设想在不确定和令人不安的时代，作为一个参与其中的公民意味着什么。原创性/价值虽然我们从事这项工作已有几年，但我们发现，鉴于全球流行病，加上最近的反种族主义示威，文学研究的空间方法可能成为文学教学中更相关和更有力的组成部分。
{"title":"Reenvisioning space, mobilities and public engagement with young adult literature","authors":"Caroline Hamilton-McKenna, T. Rogers","doi":"10.1108/etpc-06-2020-0055","DOIUrl":"https://doi.org/10.1108/etpc-06-2020-0055","url":null,"abstract":"\u0000Purpose\u0000In an era when engagement in public spaces and places is increasingly regulated and constrained, we argue for the use of literary analytic tools to enable younger generations to critically examine and reenvision everyday spatialities (Rogers, 2016; Rogers et al., 2015). The purpose of this paper is to consider how spatial analyses of contemporary young adult literature enrich interrogations of the spaces and places youth must navigate, and the consequences of participation for different bodies across those spheres.\u0000\u0000\u0000Design/methodology/approach\u0000In a graduate seminar of teachers and writers, we examined literary texts through a combined framework of feminist cultural geography, mobilities and critical mobilities studies. In this paper, we interweave our own spatial analyses of two selected works of young adult fiction with the reflections of our graduate student participants to explore our spatial framework and its potential to enhance critical approaches to literature instruction.\u0000\u0000\u0000Findings\u0000We argue that spatial literary analysis may equip teachers and students with tools to critically examine the spaces and places of everyday life and creatively reenvision what it means to be an engaged citizen in uncertain and troubling times.\u0000\u0000\u0000Originality/value\u0000While we have engaged in this work for several years, we found that in light of the global pandemic, coupled with the recent antiracist demonstrations, a spatial approach to literary study emerges as a potentially even more relevant and powerful component of literature instruction.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"13 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82005942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-09DOI: 10.1108/etpc-02-2020-0013
Cori McKenzie, Geoff Bender
Purpose This paper encourages teachers and scholars of English Language Arts to engage deliberately with literary ambiguity. Design/methodology/approach Through close attention to ambiguous moments in commonly taught texts, the essay argues that explicit attention to ambiguity can support four enduring goals in the field: fostering social justice, developing students’ personal growth, cultivating dispositions and skills for democracy and engendering disciplinary literacy skills. Findings The readings suggest the following: first, wrestling with ambiguities in Harper Lee’s To Kill a Mockingbird may foster critical orientations needed in the fight for social justice; second, ambiguities in Gene Luen Yang’s American Born Chinese may support students’ personal development; third, questions generated by Walter Dean Myers’ Monster invite readers to practice skills needed for democracy; finally, exploring divergent interpretations of Laurie Halse Anderson’s Speak may develop students’ disciplinary literacy skills. Originality/value In an era marked by standardization and accountability, it may be difficult for teachers and scholars to linger with literary ambiguity. By underscoring the instrumental potential of literary ambiguity, the essay illustrates why and how teachers might reject this status quo and embrace the indeterminacy of literary ambiguity.
{"title":"The call of ambiguity: lingering over uncertainty as classroom practice","authors":"Cori McKenzie, Geoff Bender","doi":"10.1108/etpc-02-2020-0013","DOIUrl":"https://doi.org/10.1108/etpc-02-2020-0013","url":null,"abstract":"\u0000Purpose\u0000This paper encourages teachers and scholars of English Language Arts to engage deliberately with literary ambiguity.\u0000\u0000\u0000Design/methodology/approach\u0000Through close attention to ambiguous moments in commonly taught texts, the essay argues that explicit attention to ambiguity can support four enduring goals in the field: fostering social justice, developing students’ personal growth, cultivating dispositions and skills for democracy and engendering disciplinary literacy skills.\u0000\u0000\u0000Findings\u0000The readings suggest the following: first, wrestling with ambiguities in Harper Lee’s To Kill a Mockingbird may foster critical orientations needed in the fight for social justice; second, ambiguities in Gene Luen Yang’s American Born Chinese may support students’ personal development; third, questions generated by Walter Dean Myers’ Monster invite readers to practice skills needed for democracy; finally, exploring divergent interpretations of Laurie Halse Anderson’s Speak may develop students’ disciplinary literacy skills.\u0000\u0000\u0000Originality/value\u0000In an era marked by standardization and accountability, it may be difficult for teachers and scholars to linger with literary ambiguity. By underscoring the instrumental potential of literary ambiguity, the essay illustrates why and how teachers might reject this status quo and embrace the indeterminacy of literary ambiguity.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"33 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90763378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-02DOI: 10.1108/etpc-11-2019-0147
K. Schmidt, Rebecca Beucher
Purpose This study aims to investigate the ways affective intensities arise in the intra-actions within an assemblage (three Black girls, objects such as computers and hoodies, institutionalized discourse associated with race and successful participation in schools) as the girls create multimodal responses to literature. This paper shows how the intra-actions among the girls and material objects produce affective intensities or new ways of being and becoming through which youth reauthor themselves as central and peripheral participants. Design/methodology/approach The authors present an illustrative case of the ways girls’ embodied literacy identities emerge when Jillian, Isa, and Rhianna intra-act with materials in an assemblage that includes their material-discursive positionings through qualitative and multimodal interaction analysis. Findings The analysis describes the ways the girls agentively participate through play, composing and moments of becoming (fluid subjectivities) that include emotive acts such as acts of solidarity, loving connectedness and possible frustration that inform who counts and who can be successful in the classroom. Research limitations/implications This single case study gives a descriptive, in-depth analysis of the ways affective intensities emerge as three girls respond to literature to understand their embodied and discursive practices within the composing process. Originality/value To fully understand agency and the students’ emergent subjectivities, the authors combine embodiment and material-discursive analysis to understand affective intensities that evolve during three Black girls’ composing processes and the ways the girls’ subjectivities shift within the intra-actions.
{"title":"Affective intensities: Emotion, race, gender and the push and pull of bodies","authors":"K. Schmidt, Rebecca Beucher","doi":"10.1108/etpc-11-2019-0147","DOIUrl":"https://doi.org/10.1108/etpc-11-2019-0147","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the ways affective intensities arise in the intra-actions within an assemblage (three Black girls, objects such as computers and hoodies, institutionalized discourse associated with race and successful participation in schools) as the girls create multimodal responses to literature. This paper shows how the intra-actions among the girls and material objects produce affective intensities or new ways of being and becoming through which youth reauthor themselves as central and peripheral participants.\u0000\u0000\u0000Design/methodology/approach\u0000The authors present an illustrative case of the ways girls’ embodied literacy identities emerge when Jillian, Isa, and Rhianna intra-act with materials in an assemblage that includes their material-discursive positionings through qualitative and multimodal interaction analysis.\u0000\u0000\u0000Findings\u0000The analysis describes the ways the girls agentively participate through play, composing and moments of becoming (fluid subjectivities) that include emotive acts such as acts of solidarity, loving connectedness and possible frustration that inform who counts and who can be successful in the classroom.\u0000\u0000\u0000Research limitations/implications\u0000This single case study gives a descriptive, in-depth analysis of the ways affective intensities emerge as three girls respond to literature to understand their embodied and discursive practices within the composing process.\u0000\u0000\u0000Originality/value\u0000To fully understand agency and the students’ emergent subjectivities, the authors combine embodiment and material-discursive analysis to understand affective intensities that evolve during three Black girls’ composing processes and the ways the girls’ subjectivities shift within the intra-actions.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"141 1","pages":"403-416"},"PeriodicalIF":0.9,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79631502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-26DOI: 10.1108/etpc-12-2019-0174
Teresa Sosa, Allison H. Hall, B. Collins
Purpose This study aims to focus on the regulation of emotions in critical literacy, its resulting racial oppression and students’ response to emotional control. The authors examine a student discussion of a poem, looking specifically at the affective responses of students’ interactions as these open possibilities for identifying ways that students confront, resist and subvert emotional control. This research question asks how students resisted limited forms of emotion and enabled opportunities for varied affective forms of engagement. Design/methodology/approach In this analysis, the authors explored both emotions and discourse (broadly defined as languages, actions, embodied acts, etc.) as they construct the flow of activity in this discussion. The authors also looked at past familiar practices that make the present one recognizable and meaningful. Findings The findings indicate black students resisted emotion rules by discussing racism, a highly taboo subject in schools. Students also rallied against an interpretation that felt as a distraction, an attempt to negate or shut down the naming and sensing of racism in the poem and in the classroom. Despite the constant regulation of emotions before, during and after the discussion, black youth firmly indicated their right to judge the interpretation that the poem had nothing to do with racism as inadequate and steeped in whiteness. Originality/value In schools, critical literacy often fails to attend to how emotions are managed and reflect racial control and dominance. For critical literacy as an anti-oppressive pedagogy to confront the oppressive status quo of schools, it must no longer remain silent or leave unquestioned rules of emotional dispositions that target marginalized students.
{"title":"Disrupting rules of emotion in an urban English classroom","authors":"Teresa Sosa, Allison H. Hall, B. Collins","doi":"10.1108/etpc-12-2019-0174","DOIUrl":"https://doi.org/10.1108/etpc-12-2019-0174","url":null,"abstract":"\u0000Purpose\u0000This study aims to focus on the regulation of emotions in critical literacy, its resulting racial oppression and students’ response to emotional control. The authors examine a student discussion of a poem, looking specifically at the affective responses of students’ interactions as these open possibilities for identifying ways that students confront, resist and subvert emotional control. This research question asks how students resisted limited forms of emotion and enabled opportunities for varied affective forms of engagement.\u0000\u0000\u0000Design/methodology/approach\u0000In this analysis, the authors explored both emotions and discourse (broadly defined as languages, actions, embodied acts, etc.) as they construct the flow of activity in this discussion. The authors also looked at past familiar practices that make the present one recognizable and meaningful.\u0000\u0000\u0000Findings\u0000The findings indicate black students resisted emotion rules by discussing racism, a highly taboo subject in schools. Students also rallied against an interpretation that felt as a distraction, an attempt to negate or shut down the naming and sensing of racism in the poem and in the classroom. Despite the constant regulation of emotions before, during and after the discussion, black youth firmly indicated their right to judge the interpretation that the poem had nothing to do with racism as inadequate and steeped in whiteness.\u0000\u0000\u0000Originality/value\u0000In schools, critical literacy often fails to attend to how emotions are managed and reflect racial control and dominance. For critical literacy as an anti-oppressive pedagogy to confront the oppressive status quo of schools, it must no longer remain silent or leave unquestioned rules of emotional dispositions that target marginalized students.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"16 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83671889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-23DOI: 10.1108/ETPC-12-2019-0166
Nadia Behizadeh
Purpose This paper aims to examine two teachers’ beliefs and practices on teaching writing at an urban, high-performing middle school to determine: What discourses of writing are being taught in an urban, high-performing US public middle school? What factors prevent or enable particular discourses? Design/methodology/approach Drawing on case study methods, this study uses a single-case design with two seventh-grade teachers at a high-performing urban school as embedded units of analysis. Data collection took place over one semester. Data sources included observations and interviews with the two teachers, an interview with an administrator and multiple instructional artifacts, including unit and lesson plans. Observational data were analyzed using a priori code for writing discourses (Ivanic, 2004) and interview data were analyzed for factors affecting instruction using open, axial and selective coding. Findings Both teachers enacted extended multi-discourse writing instruction integrating skills, creativity, process, genre and social practices discourses supported by their beliefs and experience; colleagues; students’ relatively high test scores; and relative curricular freedom. However, there was minimal evidence of a sociopolitical discourse aligned with critical literacy practices. Limits to the sociopolitical discourse included a lack of a social justice orientation, an influx of low-performing students, a focus on raising test scores, data-focused professional development and district pacing guides. Racism is also considered as an underlying structural factor undermining the sociopolitical discourse. Research limitations/implications Although generalizability is limited because of the small sample size and the unique context of this study, two major implications are the need to layer discourses in writing instruction while centering critical pedagogy and develop teacher beliefs and knowledge. To support these two implications, this study suggests developing university-school partnerships and professional development opportunities that create a community of practice around comprehensive writing instruction. Future research will involve continuing to work with the participants in this study and documenting the effects of providing theory and tools for integrating the sociopolitical discourse into middle school curricula and instruction. Originality/value This study contributes to the field of literacy education’s understanding of internal and external factors limiting the sociopolitical discourse in a high-performing, urban middle school in the USA, an understudied context.
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Pub Date : 2020-09-04DOI: 10.1108/etpc-11-2019-0155
Bessie P. Dernikos
Purpose The purpose of this paper is to explore the sonic vibrations, infectious rhythms and alternative frequencies that are often unheard and overlooked within mainstream educational spaces, that is, perceptually coded out of legibility by those who read/see/hear the world through “whiteness.” Design/methodology/approach “Plugging into” (Jackson and Mazzei, 2012) posthuman theories of affect (Deleuze and Guattari, 1987; Henriques, 2010) and assemblage (Weheliye, 2014), the author argues that “literate bodies,” along with all forms of matter, continually vibrate, move, swell and rebel (Deleuze, 1990), creating momentum that is often difficult not to get tangled up in. Findings This paper maps out how a specific sociohistorical concept of sound works to affectively orient bodies and impact student becomings, namely, by producing students as un/successful readers and in/human subjects. At the same time, the author attends to the subtle ways by which first graders rebelliously move (d) with alternative sonic frequencies to resist/disrupt mandated literacy curricula and white, patriarchal ways of knowing, being and doing. Originality/value This paper highlights the political nature of sound and how, within mainstream educational spaces, certain sonic frequencies become coded out of white supremacist models for knowledge transmission, which re/produce racialized (gendered, classist, etc.) habits and practices of listening/hearing. Literacy educators are invited to “(re)hear” the social in more just ways (James, 2020) by sensing the affects and effects of more-than-human “sonic bodies” (Henriques, 2011), which redirect us to alternative rhythms, rationalities, habits and practices that challenge normative conceptions of what counts as literacy and who counts as successfully literate.
本文的目的是探索在主流教育空间中经常听不到和忽视的声音振动、传染性节奏和替代频率，即那些通过“白色”阅读/看到/听到世界的人在感知上编码得难以辨认。“插入”(Jackson and Mazzei, 2012)后人类情感理论(Deleuze and Guattari, 1987;Henriques, 2010)和集合(Weheliye, 2014)，作者认为，“有文化的身体”与所有形式的物质一起，不断地振动、移动、膨胀和反叛(Deleuze, 1990)，产生的动力往往很难不纠缠在一起。这篇论文描绘了一个特定的社会历史概念如何有效地引导身体和影响学生的成长，即通过将学生培养成不成功的读者和人类主体。与此同时，作者注意到一年级学生叛逆地用不同的声音频率反抗/破坏强制性的识字课程和白人父权制的认识、存在和行为方式的微妙方式。原创性/价值本文强调了声音的政治本质，以及在主流教育空间中，某些声音频率如何从白人至上主义的知识传播模式中被编码出来，这些模式重新产生了种族化(性别化、阶级化等)的听/听习惯和实践。扫盲教育者被邀请以更公正的方式“(重新)听到”社会(James, 2020)，通过感知超越人类的“声音体”的影响和影响(Henriques, 2011)，这将我们引导到另一种节奏，理性，习惯和实践，挑战什么是识字和谁是成功的识字的规范概念。
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