Pub Date : 2023-07-03DOI: 10.1080/1358684X.2023.2217424
Muhalim Muhalim
ABSTRACT Efforts to decolonise foreign/English language teaching involve recognising the importance of diverse meaning-making resources rooted in speakers’ socio-cultural realities, traditions, and values alongside English practices. This focus highlights the value of multicultural and multilingual environments, particularly in dominant English-speaking contexts, and emphasises how languages and their embedded worldviews can enrich language pedagogy. Although progress has been made in acknowledging and affirming linguistic, cultural, and epistemological diversity, little attention has been given to the role of religious discourses in transformative pedagogies that challenge the finitude of Global English. Based on interviews conducted as part of a larger study, this research explores how religious discourses shape the professional practices of two English teachers in Indonesia. It argues that these discourses, as temporal occurrences, can disrupt the notion that religiously inspired education is dogmatic and closed. Conversely, a religiously-inspired English pedagogy can serve as a potent means to resist dominant English ideologies and the inherent dogmas they perpetuate.
{"title":"Negotiating Religious Discourses in English Language Teaching: Reorienting and Reframing Dominant English Ideologies","authors":"Muhalim Muhalim","doi":"10.1080/1358684X.2023.2217424","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2217424","url":null,"abstract":"ABSTRACT Efforts to decolonise foreign/English language teaching involve recognising the importance of diverse meaning-making resources rooted in speakers’ socio-cultural realities, traditions, and values alongside English practices. This focus highlights the value of multicultural and multilingual environments, particularly in dominant English-speaking contexts, and emphasises how languages and their embedded worldviews can enrich language pedagogy. Although progress has been made in acknowledging and affirming linguistic, cultural, and epistemological diversity, little attention has been given to the role of religious discourses in transformative pedagogies that challenge the finitude of Global English. Based on interviews conducted as part of a larger study, this research explores how religious discourses shape the professional practices of two English teachers in Indonesia. It argues that these discourses, as temporal occurrences, can disrupt the notion that religiously inspired education is dogmatic and closed. Conversely, a religiously-inspired English pedagogy can serve as a potent means to resist dominant English ideologies and the inherent dogmas they perpetuate.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47001014","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 : 2023-07-03DOI: 10.1080/1358684X.2023.2187760
Shehr Bano Zaidi
ABSTRACT This article uses Karen Barad’s agential realism to re/world the English language as used in Pakistan. My arguments draw on my students’ term project where they not only ‘resist’ the ex-coloniser’s language by creatively adapting it while translating an Urdu text into English but make gender related and political statements. Using post/colonialism as a Baradian apparatus, I re/configure my students’ relationship with English in conjunction with concepts like Self/Other, linguabridity and appropriation. I suggest that it would be desirable for students to use English in a way that supports international communication, in addition to a local variety that gives form to their beliefs and values, their culture and experience. The re/creation of English in my class as a temporally entangled phenomenon - ‘a cut together apart-one move’- denotes the im/permanence and in/determinacy of the relationship which remains open to a new world of diffractive im/possibilities.
{"title":"Cutting Together-Apart of English as a Second Language in Pakistan: Insights from a Translation Studies Classroom","authors":"Shehr Bano Zaidi","doi":"10.1080/1358684X.2023.2187760","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2187760","url":null,"abstract":"ABSTRACT This article uses Karen Barad’s agential realism to re/world the English language as used in Pakistan. My arguments draw on my students’ term project where they not only ‘resist’ the ex-coloniser’s language by creatively adapting it while translating an Urdu text into English but make gender related and political statements. Using post/colonialism as a Baradian apparatus, I re/configure my students’ relationship with English in conjunction with concepts like Self/Other, linguabridity and appropriation. I suggest that it would be desirable for students to use English in a way that supports international communication, in addition to a local variety that gives form to their beliefs and values, their culture and experience. The re/creation of English in my class as a temporally entangled phenomenon - ‘a cut together apart-one move’- denotes the im/permanence and in/determinacy of the relationship which remains open to a new world of diffractive im/possibilities.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45300169","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 : 2023-07-03DOI: 10.1080/1358684X.2023.2191834
Nah Dominic
ABSTRACT Hitherto, student responses to ethically oriented pedagogies in Literature classrooms have rarely been studied in non-western, multicultural contexts, and often assume monolingual text selections in English. As an Outer Circle English-using society, Singapore presents a multicultural Asian context worth studying where students connect aesthetic analysis with ethical issues. In this paper, I extend theorisations of ethical criticism concerned with constructing ethical meaning to interpretive discourse in classroom settings. I draw upon Derek Attridge’s notion of responsible readings to examine students’ responses to linguistic diversity in two multicultural Asian Secondary Four (Grade 10 equivalent) Literature classes from a co-designed unit on race and identity in Singapore in a larger study. Focusing on their translingual dispositions, I analyse how students express receptive and resistant responses in comparing three English translations of the Malay poem ‘Di Tengah Alam’ by Hadijah Rahmat, when minority-race students are linguistically privileged and majority-race students are linguistically disadvantaged.
迄今为止，很少在非西方、多元文化背景下研究文学课堂中学生对伦理导向教学法的反应，并且通常采用单语英语文本选择。作为一个使用英语的外圈社会，新加坡呈现出值得研究的多元文化亚洲背景，学生将美学分析与伦理问题联系起来。在本文中，我将伦理批评的理论扩展到课堂环境中的解释性话语中，涉及构建伦理意义。在一项更大的研究中，我借鉴了德里克·阿特里奇(Derek Attridge)关于负责任阅读的概念，研究了两个多元文化的亚洲中四(相当于10年级)文学课程中学生对语言多样性的反应，这些课程来自新加坡一个共同设计的种族和身份单元。关注他们的翻译倾向，我分析了学生如何表达接受和抵制的反应，比较了Hadijah Rahmat的马来诗“Di Tengah Alam”的三种英语翻译，当少数民族学生在语言上享有特权而多数民族学生在语言上处于劣势时。
{"title":"‘Oh No, The Poem is in Malay’: Examining Student Responses to Linguistic Diversity in Two Multicultural Asian Classrooms","authors":"Nah Dominic","doi":"10.1080/1358684X.2023.2191834","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2191834","url":null,"abstract":"ABSTRACT Hitherto, student responses to ethically oriented pedagogies in Literature classrooms have rarely been studied in non-western, multicultural contexts, and often assume monolingual text selections in English. As an Outer Circle English-using society, Singapore presents a multicultural Asian context worth studying where students connect aesthetic analysis with ethical issues. In this paper, I extend theorisations of ethical criticism concerned with constructing ethical meaning to interpretive discourse in classroom settings. I draw upon Derek Attridge’s notion of responsible readings to examine students’ responses to linguistic diversity in two multicultural Asian Secondary Four (Grade 10 equivalent) Literature classes from a co-designed unit on race and identity in Singapore in a larger study. Focusing on their translingual dispositions, I analyse how students express receptive and resistant responses in comparing three English translations of the Malay poem ‘Di Tengah Alam’ by Hadijah Rahmat, when minority-race students are linguistically privileged and majority-race students are linguistically disadvantaged.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45546800","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 : 2023-07-03DOI: 10.1080/1358684X.2023.2204219
Ribut Wahyudi
ABSTRACT This essay arises out of critical reflections in which I have engaged through my teaching in an Indonesian University. All my students are learning English as a foreign language. They typically struggle with how they are positioned ideologically, especially in relation to the so-called ‘native speaker’. My goal as an English educator is to free them from the native speaker ideology. I promote the possibilities of translanguaging as Canagarajah envisions it. In this essay I focus on the writing one student produced, when she responded to my request for the class to write a critically reflective piece on their own experiences of interculturality. I encouraged the class to write in both English and Indonesian, exploring the possibilities opened up by translanguaging. This translingual practice, seen through a Bakhtinian lens, is multi-voiced, representing the unique life experiences of my students, and thereby challenging the ideology of standard English.
{"title":"Destabilising English through Translingual Practice: A Case Study","authors":"Ribut Wahyudi","doi":"10.1080/1358684X.2023.2204219","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2204219","url":null,"abstract":"ABSTRACT This essay arises out of critical reflections in which I have engaged through my teaching in an Indonesian University. All my students are learning English as a foreign language. They typically struggle with how they are positioned ideologically, especially in relation to the so-called ‘native speaker’. My goal as an English educator is to free them from the native speaker ideology. I promote the possibilities of translanguaging as Canagarajah envisions it. In this essay I focus on the writing one student produced, when she responded to my request for the class to write a critically reflective piece on their own experiences of interculturality. I encouraged the class to write in both English and Indonesian, exploring the possibilities opened up by translanguaging. This translingual practice, seen through a Bakhtinian lens, is multi-voiced, representing the unique life experiences of my students, and thereby challenging the ideology of standard English.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41395865","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 : 2023-07-03DOI: 10.1080/1358684X.2023.2212365
Hyejeong Ahn, S. Ohki, Y. Slaughter
ABSTRACT This study investigates the perception of English ownership among multilingual students in Australian universities. Using qualitative interviews, it explores ownership through four aspects: expertise, inheritance, usage, and identification. The findings suggest that linguistic ownership is tied to language proficiency and self-identification as an expert. Despite students' confidence in English use, being labelled as 'non-native' speakers hinders their sense of ownership. The research highlights ongoing issues related to English ownership, the validity of its variations, and the pervasive influence of the 'native speaker' concept despite efforts to dismantle it. This is largely due to students' experiences with educators who are viewed as guardians of a more 'legitimate' English. The study recommends educators foster awareness of diverse English uses and avoid reinforcing native-speakerism ideologies.
{"title":"Ownership of English: Insights from Australian Tertiary Education Contexts","authors":"Hyejeong Ahn, S. Ohki, Y. Slaughter","doi":"10.1080/1358684X.2023.2212365","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2212365","url":null,"abstract":"ABSTRACT This study investigates the perception of English ownership among multilingual students in Australian universities. Using qualitative interviews, it explores ownership through four aspects: expertise, inheritance, usage, and identification. The findings suggest that linguistic ownership is tied to language proficiency and self-identification as an expert. Despite students' confidence in English use, being labelled as 'non-native' speakers hinders their sense of ownership. The research highlights ongoing issues related to English ownership, the validity of its variations, and the pervasive influence of the 'native speaker' concept despite efforts to dismantle it. This is largely due to students' experiences with educators who are viewed as guardians of a more 'legitimate' English. The study recommends educators foster awareness of diverse English uses and avoid reinforcing native-speakerism ideologies.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44607410","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 : 2023-07-03DOI: 10.1080/1358684x.2023.2202304
P. Morris
ABSTRACT This essay reports on the findings of a study of Swedish teenagers who have a free-time interest of creative writing in English. The essay includes extracts from interviews in which the participants explain their motivations to start their writing activity and continue with it over a longer period. Having been inspired initially by a desire to imitate and adapt stories they had read, the teenagers’ interest in writing became a vehicle to help them understand experiences and deal with emotions. The essay includes some consideration of these findings in the light of Vygotskian ideas about art and literature. I also discuss the young people’s choice of English as a language for their creativity. As well as highlighting the teenagers’ insights, I reflect over my own move from England to Sweden and what it has taught me about learning languages and teaching English.
{"title":"‘Oh, Hello Word!’ Boundary Crossing Between Swedish and English","authors":"P. Morris","doi":"10.1080/1358684x.2023.2202304","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2202304","url":null,"abstract":"ABSTRACT This essay reports on the findings of a study of Swedish teenagers who have a free-time interest of creative writing in English. The essay includes extracts from interviews in which the participants explain their motivations to start their writing activity and continue with it over a longer period. Having been inspired initially by a desire to imitate and adapt stories they had read, the teenagers’ interest in writing became a vehicle to help them understand experiences and deal with emotions. The essay includes some consideration of these findings in the light of Vygotskian ideas about art and literature. I also discuss the young people’s choice of English as a language for their creativity. As well as highlighting the teenagers’ insights, I reflect over my own move from England to Sweden and what it has taught me about learning languages and teaching English.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42565314","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 : 2023-07-03DOI: 10.1080/1358684X.2023.2214086
Danielle H. Heinrichs, Gail Hager, Brittany A. McCormack, Natalie Lazaroo
ABSTRACT This article aims to visibilise the opportunities for decolonising standardised language practices for multilingual students learning English as an additional language or dialect (EAL/D) in Australian schools. We suggest that a decolonising approach to language education would value the multilingual, non-standard, and diverse language practices of learners. Using the Australian state of Queensland as a case study, we trace examples of decolonising language practices highlighted by teachers in focus groups and analyse these examples using a theoretically- informed, reflexive thematic analysis to unpack how teachers disrupt colonial binaries in EAL/D education. Our findings show that teachers encourage multilingualism, relationality, and the discomfort of unknowing but are confronted with practical barriers that limit their capacity to enact this further. As such, we outline the implication for EAL/D education and teacher education.
{"title":"Blurring English language binaries: a decolonial analysis of multilingualism with(in) EAL/D education","authors":"Danielle H. Heinrichs, Gail Hager, Brittany A. McCormack, Natalie Lazaroo","doi":"10.1080/1358684X.2023.2214086","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2214086","url":null,"abstract":"ABSTRACT This article aims to visibilise the opportunities for decolonising standardised language practices for multilingual students learning English as an additional language or dialect (EAL/D) in Australian schools. We suggest that a decolonising approach to language education would value the multilingual, non-standard, and diverse language practices of learners. Using the Australian state of Queensland as a case study, we trace examples of decolonising language practices highlighted by teachers in focus groups and analyse these examples using a theoretically- informed, reflexive thematic analysis to unpack how teachers disrupt colonial binaries in EAL/D education. Our findings show that teachers encourage multilingualism, relationality, and the discomfort of unknowing but are confronted with practical barriers that limit their capacity to enact this further. As such, we outline the implication for EAL/D education and teacher education.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42142779","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 : 2023-07-03DOI: 10.1080/1358684X.2022.2151418
Tim Delphine
ABSTRACT Teaching English literacy in First Nations Australian communities is bound up with the policy aim of improving the social and economic outcomes of Aboriginal and Torres Strait Islander peoples and the desire to acknowledge, recognise and respect their unique cultural identities, languages and knowledges. But for English literacy teachers working in these communities, realising these aims is not so straightforward, and they find themselves situated at the nexus of conflicting ideas about education and justice for their students. In this essay, I reveal the ideological work of English and literacy teaching through self-dialogue captured in my research journal over the 2019 school year in a school with a large First Nations Australian student population in the Northern Territory. The essay unfolds chronologically as I narrate selected excerpts from my journal to provide an analytical account of the ideological tensions I experienced in my praxis as an English literacy teacher.
{"title":"Balanda Talk: My Ideological Becoming as an English Literacy Teacher of Culturally and Linguistically Diverse First Nations Australian Students","authors":"Tim Delphine","doi":"10.1080/1358684X.2022.2151418","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2151418","url":null,"abstract":"ABSTRACT Teaching English literacy in First Nations Australian communities is bound up with the policy aim of improving the social and economic outcomes of Aboriginal and Torres Strait Islander peoples and the desire to acknowledge, recognise and respect their unique cultural identities, languages and knowledges. But for English literacy teachers working in these communities, realising these aims is not so straightforward, and they find themselves situated at the nexus of conflicting ideas about education and justice for their students. In this essay, I reveal the ideological work of English and literacy teaching through self-dialogue captured in my research journal over the 2019 school year in a school with a large First Nations Australian student population in the Northern Territory. The essay unfolds chronologically as I narrate selected excerpts from my journal to provide an analytical account of the ideological tensions I experienced in my praxis as an English literacy teacher.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44830022","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 : 2023-07-03DOI: 10.1080/1358684X.2023.2210831
Mahtab Janfada
ABSTRACT This essay presents a decade-long reflective account of resisting (in) and appropriating English that I have experienced as a young, female academic from the Middle East who has been engaged in teaching and researching Academic English pedagogy transnationally. Informed by Bakhtin’s philosophy of dialogue and his notions of insided-ness, outsided-ness and in-between-ness, I highlight the ideological complexities associated with teaching (in) English in both Anglophone and non-Anglophone contexts. I unpack these complexities through diverse scenarios where the tension between ‘Internally Persuasive Discourse’ and ‘Authoritative Discourse’ of English was evident. I propose an alternative curriculum, namely English for Dialogic Purposes as a rich way of appropriating in English and for the English-dominated discourse of academia to allow for polyphony of voices and boundary learning, vital for the multicultural and plurilingual world of education.
{"title":"Dialogic Appropriation in Academic English Literacy and Pedagogy: Transnational and Translingual Praxis","authors":"Mahtab Janfada","doi":"10.1080/1358684X.2023.2210831","DOIUrl":"https://doi.org/10.1080/1358684X.2023.2210831","url":null,"abstract":"ABSTRACT This essay presents a decade-long reflective account of resisting (in) and appropriating English that I have experienced as a young, female academic from the Middle East who has been engaged in teaching and researching Academic English pedagogy transnationally. Informed by Bakhtin’s philosophy of dialogue and his notions of insided-ness, outsided-ness and in-between-ness, I highlight the ideological complexities associated with teaching (in) English in both Anglophone and non-Anglophone contexts. I unpack these complexities through diverse scenarios where the tension between ‘Internally Persuasive Discourse’ and ‘Authoritative Discourse’ of English was evident. I propose an alternative curriculum, namely English for Dialogic Purposes as a rich way of appropriating in English and for the English-dominated discourse of academia to allow for polyphony of voices and boundary learning, vital for the multicultural and plurilingual world of education.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42441485","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 : 2023-06-27DOI: 10.1080/1358684x.2023.2216156
Adam Wolfsdorf, DaMonique Ballou
ABSTRACT In the fall of 2021, an engaged group of NYU graduate students assembled to discuss Angie Thomas’ YA novel The Hate U Give. The class was composed of one Black student among a group of white students. On the night the group discussed The Hate U Give, the freedom of discourse broke down significantly. The white students became terrified of saying anything that could be perceived as racist, while the Black student felt resentful that she should be expected to ‘teach’ the rest of the group about being Black in America. In this article, the white professor and the single Black student in the class reflect on what factors disrupted the group from having a meaningful conversation about race. The piece aims to help both Black and white students and educators more successfully navigate difficult conversations centred around race.
{"title":"Racially Motivated: Navigating Conversations Around Race in Predominantly White Classrooms","authors":"Adam Wolfsdorf, DaMonique Ballou","doi":"10.1080/1358684x.2023.2216156","DOIUrl":"https://doi.org/10.1080/1358684x.2023.2216156","url":null,"abstract":"ABSTRACT In the fall of 2021, an engaged group of NYU graduate students assembled to discuss Angie Thomas’ YA novel The Hate U Give. The class was composed of one Black student among a group of white students. On the night the group discussed The Hate U Give, the freedom of discourse broke down significantly. The white students became terrified of saying anything that could be perceived as racist, while the Black student felt resentful that she should be expected to ‘teach’ the rest of the group about being Black in America. In this article, the white professor and the single Black student in the class reflect on what factors disrupted the group from having a meaningful conversation about race. The piece aims to help both Black and white students and educators more successfully navigate difficult conversations centred around race.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49084412","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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