讲故事作为恢复和建设和平的途径:特刊简介

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH TESOL Journal Pub Date : 2023-10-03 DOI:10.1002/tesj.763

Luis Javier Pentón Herrera, Ethan Trinh, Gloria Park

{"title":"讲故事作为恢复和建设和平的途径:特刊简介","authors":"Luis Javier Pentón Herrera, Ethan Trinh, Gloria Park","doi":"10.1002/tesj.763","DOIUrl":null,"url":null,"abstract":"TESOL JournalEarly View e763 EDITORIAL Storytelling as an outlet for restoration and peacebuilding: An introduction to the Special Issue Luis Javier Pentón Herrera, Corresponding Author Luis Javier Pentón Herrera [email protected] orcid.org/0000-0002-8865-8119 Akademia Ekonomiczno-Humanistyczna w WarszawieSearch for more papers by this authorEthan Trinh, Ethan Trinh orcid.org/0000-0002-9555-0122 Georgia State UniversitySearch for more papers by this authorGloria Park, Gloria Park Indiana University of PennsylvaniaSearch for more papers by this author Luis Javier Pentón Herrera, Corresponding Author Luis Javier Pentón Herrera [email protected] orcid.org/0000-0002-8865-8119 Akademia Ekonomiczno-Humanistyczna w WarszawieSearch for more papers by this authorEthan Trinh, Ethan Trinh orcid.org/0000-0002-9555-0122 Georgia State UniversitySearch for more papers by this authorGloria Park, Gloria Park Indiana University of PennsylvaniaSearch for more papers by this author First published: 03 October 2023 https://doi.org/10.1002/tesj.763Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Alonso García, N., Demperio, J., & Kozlowska, M. (2023). The CLIC project: Language stories matter. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.751 Angay-Crowder, T., Choi, J., & Yi, Y. (2013). Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 30(2), 36–45. https://doi.org/10.18806/tesl.v30i2.1140 Barkhuizen, G. (2018). Storytelling. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235.eelt0184 B. Birch (Ed.). (2022). Creating classrooms of peace in English language teaching. New York, NY: Routledge. Birch, B. M. (2009). The English language teacher in global civil society. New York, NY: Routledge. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Bristol, England: Multilingual Matters. Contreras, G. A. (2000). Self-storying, self-understanding: Toward a narrative approach to EFL teacher education. TESOL Journal, 9(3), 24–27. https://doi.org/10.1002/j.1949-3533.2000.tb00264.x Curtis, A. (2022). The new peace linguistics and the role of language in conflict. Charlotte, NC: Information Age. Datta, R. (2018). Traditional storytelling: An effective Indigenous research methodology and its implications for environmental research. AlterNative: An International Journal of Indigenous Peoples, 14(1), 35–44. https://doi.org/10.1177/1177180117741351 Deardorff, D. K. (2020). Manual for developing intercultural competencies: Story circles. New York, NY: Routledge. Denzin, N. (2019). The death of data in neoliberal times. Qualitative Inquiry, 25, 721–724. https://doi.org/10.1177/1077800419847501 Dong, H., Nguyen, N., Nguyen, T., Le, N. H. G., & Trinh, E. (2022). The Buddha: Wisdom from the East. In B. A. Geier (Ed.), The Palgrave handbook of educational thinkers (pp. 1–18). Cham, Switzerland: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-81037-5_3-1 Haidar, S., & Farrukh, F. (2023). Peace and well-being with storytelling in TESOL: Exploring peacebuilding through voices of English language learners in Pakistan. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.736 Hamilton, M., & Weiss, M. (2005). Children tell stories: Teaching and using storytelling in the classroom ( 2nd ed.). Somers, NY: Richard C. Owen. Harrison, M. (2020). Introduction. In R. L. Oxford, M. M. Olivero, M. Harrison, & T. Gregersen (Eds.), Peacebuilding in language education: Innovations in theory and practice (pp. 1–8). Bristol, England: Multilingual Matters. Heise, M., & Hassan, A. (2023). Podcasting for peace: Resettled refugee youths' self-sponsored counter-storytelling practices. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.737 Irgin, P. (2023). Peacebuilding through critical reading and digital storytelling. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.750 Iseke, J., & Bmjk, B. (2011). Learning life lessons from Indigenous storytelling with Tom McCallum. In G. J. Sefa Dei (Ed.), Indigenous philosophies and critical education: A reader (pp. 245–261). New York, NY: Peter Lang. Kałdonek-Crnjaković, A., & Czopek, K. (2023). Peace, emotion labor, and language teacher identity in times of war: The stories of two Ukrainian English university teachers. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.725 Kruger, F. (2012). The role of TESOL in educating for peace. Journal of Peace Education, 9(1), 17–30. https://doi.org/10.1080/17400201.2011.623769 Martínez-Alba, G., & Pentón Herrera, L. J. (2023). Strength in storytelling: Peacebuilding via wordless books. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.735 McGovern, K. R., & Yeganeh, V. (2023). Drama for dialogue of civilizations: Performance as storytelling in the adult ESOL classroom. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.745 McNair, R. L., & Pentón Herrera, L. J. (2022). Peacemaking circles in the English language classroom. In B. Birch (Ed.), Creating classrooms of peace in English language teaching (pp. 194–207). New York, NY: Routledge. Medley, M. (2012). A role for English language teachers in trauma healing. TESOL Journal, 3(1), 110–125. https://doi.org/10.1002/tesj.6 Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. New York, NY: Oxford University Press. Nelson, C. (2009). Sexual identities in English language education: Classroom conversations. New York, NY: Routledge. Nelson, C. D., & Appleby, R. (2015). Conflict, militarization, and their after-effects: Key challenges for TESOL. TESOL Quarterly, 49, 309–332. https://doi.org/10.1002/tesq.187 Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. CA, USA: Corwin Press. Oxford, R. L. (2013). The language of peace: Communicating to create harmony. Charlotte, NC: Information Age. R. L. Oxford, M. M. Olivero, M. Harrison, & T. Gregersen (Eds.). (2020). Peacebuilding in language education: Innovations in theory and practice. Bristol, England: Multilingual Matters. Paíz, J. (2020). Queering the English language classroom: A practical guide for teachers. Sheffield, England: Equinox. Park, G. (2011). Adult English language learners constructing and sharing their stories and experiences: The cultural and linguistic autobiography (CLA) writing project. TESOL Journal, 2(2), 156–172. https://doi.org/10.5054/tj.2011.250378 Park, G. (2013a). My autobiographical-poetic rendition: An inquiry into humanizing our teacher scholarship. L2 Journal, 5(1), 6–18. https://doi.org/10.5070/L25115768 Park, G. (2013b). “Writing IS a way of knowing”: Writing and identity. ELT Journal, 67, 336–345. https://doi.org/10.1093/elt/cct012 Park, G. (2021). “I, too, am afraid for my son and myself …”: A mother in academia speaks out. TESOL Journal, 12(3), 1–5. https://doi.org/10.1002/tesj.617 Pentón Herrera, L. J. (2020). Social-emotional learning in TESOL: What, why, and how. Journal of English Learner Education, 10(1), 1–16. https://stars.library.ucf.edu/jele/vol10/iss1/1 Pentón Herrera, L. J., & Martínez-Alba, G. (2021). Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. Alexandria, VA: TESOL Press. L. J. Pentón Herrera, G. Martínez-Alba, & E. T. Trinh (Eds.). (2023). Teacher well-being in English language teaching: An ecological approach. New York, NY: Routledge. Pentón Herrera, L. J., & McNair, R. L. (2021). Restorative and community-building practices as social justice for English learners. TESOL Journal, 12(1), 1–11. https://doi.org/10.1002/tesj.523 Pentón Herrera, L. J., & Trinh, E. T. (2021). Critical storytelling: Multilingual immigrants in the United States. Leiden, The Netherlands: Brill/Sense. Pentón Herrera, L. J., Trinh, E. T., & Gómez Portillo, M. J. (2022). Cultivating calm and stillness at the doctoral level: A collaborative autoethnography. Educational Studies, 58(2), 121–140. https://doi.org/10.1080/00131946.2021.1947817 Peregoy, S. F., & Boyle, O. F. (2017). Reading, writing, and learning in ESL. A resource book for teaching K-12 English learners ( 7th ed.). Boston, MA: Pearson. Ríos Vega, J. A. (2015). Counterstorytelling narratives of Latino teenage boys: From vergüenza to échale ganas. New York, NY: Peter Lang. Samuelson, B. L., Park, G. Y., & Munyaneza, S. P. (2018). Cultural imaginaries and oral traditions as creative resources for connecting home storytelling to English learning. TESOL Journal, 9(4), 1–11. https://doi.org/10.1002/tesj.425 Senehi, J. (2002). Constructive storytelling: A peace process. Peace and Conflict Studies, 9(2), 41–63. https://doi.org/10.46743/1082-7307/2002.1026 Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103 Terry, M. (2017). Restorative practices and English language learners: Language development in relational contexts. In A. H. Normore & A. I. Lahera (Eds.), Restorative practice meets social justice (pp. 89–105). Charlotte, NC: Information Age. Thích, N. H. (1998). The heart of the Buddha's teaching. London, England: Ebury Press. Thorsborne, M., & Blood, P. (2013). Implementing restorative practices in school: A practical guide to transforming school communities. London, England: Jessica Kingsley. Tinker Sachs, G. (2023). Envisioning the marriage of storytelling and peacebuilding for a better world. TESOL Journal. Trinh, E. (2018). How hugging mom teaches me the meaning of love and perhaps beyond. The Journal of Faith, Education, and Community, 2(1), 1–15. https://scholarworks.sfasu.edu/jfec/vol2/iss1/2 Trinh, E. (2020a). Suicide and nepantla: Writing in in-between space to crave policy change. LGBTQ Policy Journal, 10, 31–37. Trinh, E. (2020b). “Still you resist”: An autohistoria-teoria of a Vietnamese queer teacher to meditate, teach, and love in the Coatlicue state. International Journal of Qualitative Studies in Education, 33(6), 621–633. https://doi.org/10.1080/09518398.2020.1747662 Trinh, E. (2022). Crossing the split in Nepantla: (Un)successful attempts to dismantle a TESOL teacher candidate in after-queer research. Journal of Homosexuality, 69(12), 2027–2048. https://doi.org/10.1080/00918369.2021.1987749 Trinh, E., & Behizadeh, N. (2023). Unmasking queer bodies to humanize teacher education: A diffractive collaborative autohistoria-teoria. Teaching and Teacher Education, 131, 104189. https://doi.org/10.1016/j.tate.2023.104189 Trinh, E., Le, N. H. G., Dong, H. B., Tran, T., & Tran, V. (2022). Memory rewriting as a method of inquiry: When returning becomes collective healing. Qualitative Report, 27(3), 824–841. https://doi.org/10.46743/2160-3715/2022.5245 Trinh, E., & Merino, L. (2021). Bridge building through a duoethnography: Stories of Nepantleras in a land of liberation. In B. Yazan, R. Jain, & C. Canagarajah (Eds.), Autoethnographies in ELT: Transnational identities, pedagogies, and practices (pp. 146–160). New York, NY: Routledge. Trinh, E., & Tinker Sachs, G. (2023). Thinking queer with Vietnamese EFL textbooks. Critical Inquiry in Language Studies. Advance online publication. https://doi.org/10.1080/15427587.2023.2190524 Viner, R., Russell, S., Saulle, R., Croker, H., Stansfield, C., Packer, J., Nicholls, D., Goddings, A.-L., Bonell, C., Hudson, L., Hope, S., Ward, J., Schwalbe, N., Morgan, A., & Minozzi, S. (2022). School closures during social lockdown and mental health, health behaviors, and well-being among children and adolescents during the first COVID-19 wave: A systematic review. JAMA Pediatrics, 176(4), 400–409 110.1001/jamapediatrics.2021.5840. Vinogradova, P., Linville, H. A., & Bickel, B. (2011). “Listen to my story and you will know me”: Digital stories as student-centered collaborative projects. TESOL Journal, 2(2), 173–202. https://doi.org/10.5054/tj.2011.250380 Winn, M. T. (2013). Toward a restorative English education. Research in the Teaching of English, 48(1), 126–135. Yazan, B. (2019). An autoethnography of a language teacher education: Wrestling with ideologies and identity positions. Teacher Education Quarterly, 46(3), 34–56. Yazan, B., Pentón Herrera, L. J., & Rashed, D. (2023). Transnational TESOL practitioners' identity tensions: A collaborative autoethnography. TESOL Quarterly, 57, 140–167. https://doi.org/10.1002/tesq.3130 B. Yazan, E. Trinh, & L. J. Pentón Herrera (Eds.). (2023). Doctoral students' identities and emotional wellbeing in applied linguistics: Autoethnographic accounts. New York, NY: Routledge. Zeaiter, L. F. (2023). Plurilingual memoir writing: A framework for storytelling and peacebuilding. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.749 Zhang-Wu, Q. (2023). “Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.732 Early ViewOnline Version of Record before inclusion in an issuee763 ReferencesRelatedInformation","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"77 1","pages":"0"},"PeriodicalIF":1.3000,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Storytelling as an outlet for restoration and peacebuilding: An introduction to the Special Issue\",\"authors\":\"Luis Javier Pentón Herrera, Ethan Trinh, Gloria Park\",\"doi\":\"10.1002/tesj.763\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"TESOL JournalEarly View e763 EDITORIAL Storytelling as an outlet for restoration and peacebuilding: An introduction to the Special Issue Luis Javier Pentón Herrera, Corresponding Author Luis Javier Pentón Herrera [email protected] orcid.org/0000-0002-8865-8119 Akademia Ekonomiczno-Humanistyczna w WarszawieSearch for more papers by this authorEthan Trinh, Ethan Trinh orcid.org/0000-0002-9555-0122 Georgia State UniversitySearch for more papers by this authorGloria Park, Gloria Park Indiana University of PennsylvaniaSearch for more papers by this author Luis Javier Pentón Herrera, Corresponding Author Luis Javier Pentón Herrera [email protected] orcid.org/0000-0002-8865-8119 Akademia Ekonomiczno-Humanistyczna w WarszawieSearch for more papers by this authorEthan Trinh, Ethan Trinh orcid.org/0000-0002-9555-0122 Georgia State UniversitySearch for more papers by this authorGloria Park, Gloria Park Indiana University of PennsylvaniaSearch for more papers by this author First published: 03 October 2023 https://doi.org/10.1002/tesj.763Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Alonso García, N., Demperio, J., & Kozlowska, M. (2023). The CLIC project: Language stories matter. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.751 Angay-Crowder, T., Choi, J., & Yi, Y. (2013). Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 30(2), 36–45. https://doi.org/10.18806/tesl.v30i2.1140 Barkhuizen, G. (2018). Storytelling. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235.eelt0184 B. Birch (Ed.). (2022). Creating classrooms of peace in English language teaching. New York, NY: Routledge. Birch, B. M. (2009). The English language teacher in global civil society. New York, NY: Routledge. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Bristol, England: Multilingual Matters. Contreras, G. A. (2000). Self-storying, self-understanding: Toward a narrative approach to EFL teacher education. TESOL Journal, 9(3), 24–27. https://doi.org/10.1002/j.1949-3533.2000.tb00264.x Curtis, A. (2022). The new peace linguistics and the role of language in conflict. Charlotte, NC: Information Age. Datta, R. (2018). Traditional storytelling: An effective Indigenous research methodology and its implications for environmental research. AlterNative: An International Journal of Indigenous Peoples, 14(1), 35–44. https://doi.org/10.1177/1177180117741351 Deardorff, D. K. (2020). Manual for developing intercultural competencies: Story circles. New York, NY: Routledge. Denzin, N. (2019). The death of data in neoliberal times. Qualitative Inquiry, 25, 721–724. https://doi.org/10.1177/1077800419847501 Dong, H., Nguyen, N., Nguyen, T., Le, N. H. G., & Trinh, E. (2022). The Buddha: Wisdom from the East. In B. A. Geier (Ed.), The Palgrave handbook of educational thinkers (pp. 1–18). Cham, Switzerland: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-81037-5_3-1 Haidar, S., & Farrukh, F. (2023). Peace and well-being with storytelling in TESOL: Exploring peacebuilding through voices of English language learners in Pakistan. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.736 Hamilton, M., & Weiss, M. (2005). Children tell stories: Teaching and using storytelling in the classroom ( 2nd ed.). Somers, NY: Richard C. Owen. Harrison, M. (2020). Introduction. In R. L. Oxford, M. M. Olivero, M. Harrison, & T. Gregersen (Eds.), Peacebuilding in language education: Innovations in theory and practice (pp. 1–8). Bristol, England: Multilingual Matters. Heise, M., & Hassan, A. (2023). Podcasting for peace: Resettled refugee youths' self-sponsored counter-storytelling practices. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.737 Irgin, P. (2023). Peacebuilding through critical reading and digital storytelling. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.750 Iseke, J., & Bmjk, B. (2011). Learning life lessons from Indigenous storytelling with Tom McCallum. In G. J. Sefa Dei (Ed.), Indigenous philosophies and critical education: A reader (pp. 245–261). New York, NY: Peter Lang. Kałdonek-Crnjaković, A., & Czopek, K. (2023). Peace, emotion labor, and language teacher identity in times of war: The stories of two Ukrainian English university teachers. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.725 Kruger, F. (2012). The role of TESOL in educating for peace. Journal of Peace Education, 9(1), 17–30. https://doi.org/10.1080/17400201.2011.623769 Martínez-Alba, G., & Pentón Herrera, L. J. (2023). Strength in storytelling: Peacebuilding via wordless books. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.735 McGovern, K. R., & Yeganeh, V. (2023). Drama for dialogue of civilizations: Performance as storytelling in the adult ESOL classroom. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.745 McNair, R. L., & Pentón Herrera, L. J. (2022). Peacemaking circles in the English language classroom. In B. Birch (Ed.), Creating classrooms of peace in English language teaching (pp. 194–207). New York, NY: Routledge. Medley, M. (2012). A role for English language teachers in trauma healing. TESOL Journal, 3(1), 110–125. https://doi.org/10.1002/tesj.6 Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. New York, NY: Oxford University Press. Nelson, C. (2009). Sexual identities in English language education: Classroom conversations. New York, NY: Routledge. Nelson, C. D., & Appleby, R. (2015). Conflict, militarization, and their after-effects: Key challenges for TESOL. TESOL Quarterly, 49, 309–332. https://doi.org/10.1002/tesq.187 Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. CA, USA: Corwin Press. Oxford, R. L. (2013). The language of peace: Communicating to create harmony. Charlotte, NC: Information Age. R. L. Oxford, M. M. Olivero, M. Harrison, & T. Gregersen (Eds.). (2020). Peacebuilding in language education: Innovations in theory and practice. Bristol, England: Multilingual Matters. Paíz, J. (2020). Queering the English language classroom: A practical guide for teachers. Sheffield, England: Equinox. Park, G. (2011). Adult English language learners constructing and sharing their stories and experiences: The cultural and linguistic autobiography (CLA) writing project. TESOL Journal, 2(2), 156–172. https://doi.org/10.5054/tj.2011.250378 Park, G. (2013a). My autobiographical-poetic rendition: An inquiry into humanizing our teacher scholarship. L2 Journal, 5(1), 6–18. https://doi.org/10.5070/L25115768 Park, G. (2013b). “Writing IS a way of knowing”: Writing and identity. ELT Journal, 67, 336–345. https://doi.org/10.1093/elt/cct012 Park, G. (2021). “I, too, am afraid for my son and myself …”: A mother in academia speaks out. TESOL Journal, 12(3), 1–5. https://doi.org/10.1002/tesj.617 Pentón Herrera, L. J. (2020). Social-emotional learning in TESOL: What, why, and how. Journal of English Learner Education, 10(1), 1–16. https://stars.library.ucf.edu/jele/vol10/iss1/1 Pentón Herrera, L. J., & Martínez-Alba, G. (2021). Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. Alexandria, VA: TESOL Press. L. J. Pentón Herrera, G. Martínez-Alba, & E. T. Trinh (Eds.). (2023). Teacher well-being in English language teaching: An ecological approach. New York, NY: Routledge. Pentón Herrera, L. J., & McNair, R. L. (2021). Restorative and community-building practices as social justice for English learners. TESOL Journal, 12(1), 1–11. https://doi.org/10.1002/tesj.523 Pentón Herrera, L. J., & Trinh, E. T. (2021). Critical storytelling: Multilingual immigrants in the United States. Leiden, The Netherlands: Brill/Sense. Pentón Herrera, L. J., Trinh, E. T., & Gómez Portillo, M. J. (2022). Cultivating calm and stillness at the doctoral level: A collaborative autoethnography. Educational Studies, 58(2), 121–140. https://doi.org/10.1080/00131946.2021.1947817 Peregoy, S. F., & Boyle, O. F. (2017). Reading, writing, and learning in ESL. A resource book for teaching K-12 English learners ( 7th ed.). Boston, MA: Pearson. Ríos Vega, J. A. (2015). Counterstorytelling narratives of Latino teenage boys: From vergüenza to échale ganas. New York, NY: Peter Lang. Samuelson, B. L., Park, G. Y., & Munyaneza, S. P. (2018). Cultural imaginaries and oral traditions as creative resources for connecting home storytelling to English learning. TESOL Journal, 9(4), 1–11. https://doi.org/10.1002/tesj.425 Senehi, J. (2002). Constructive storytelling: A peace process. Peace and Conflict Studies, 9(2), 41–63. https://doi.org/10.46743/1082-7307/2002.1026 Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103 Terry, M. (2017). Restorative practices and English language learners: Language development in relational contexts. In A. H. Normore & A. I. Lahera (Eds.), Restorative practice meets social justice (pp. 89–105). Charlotte, NC: Information Age. Thích, N. H. (1998). The heart of the Buddha's teaching. London, England: Ebury Press. Thorsborne, M., & Blood, P. (2013). Implementing restorative practices in school: A practical guide to transforming school communities. London, England: Jessica Kingsley. Tinker Sachs, G. (2023). Envisioning the marriage of storytelling and peacebuilding for a better world. TESOL Journal. Trinh, E. (2018). How hugging mom teaches me the meaning of love and perhaps beyond. The Journal of Faith, Education, and Community, 2(1), 1–15. https://scholarworks.sfasu.edu/jfec/vol2/iss1/2 Trinh, E. (2020a). Suicide and nepantla: Writing in in-between space to crave policy change. LGBTQ Policy Journal, 10, 31–37. Trinh, E. (2020b). “Still you resist”: An autohistoria-teoria of a Vietnamese queer teacher to meditate, teach, and love in the Coatlicue state. International Journal of Qualitative Studies in Education, 33(6), 621–633. https://doi.org/10.1080/09518398.2020.1747662 Trinh, E. (2022). Crossing the split in Nepantla: (Un)successful attempts to dismantle a TESOL teacher candidate in after-queer research. Journal of Homosexuality, 69(12), 2027–2048. https://doi.org/10.1080/00918369.2021.1987749 Trinh, E., & Behizadeh, N. (2023). Unmasking queer bodies to humanize teacher education: A diffractive collaborative autohistoria-teoria. Teaching and Teacher Education, 131, 104189. https://doi.org/10.1016/j.tate.2023.104189 Trinh, E., Le, N. H. G., Dong, H. B., Tran, T., & Tran, V. (2022). Memory rewriting as a method of inquiry: When returning becomes collective healing. Qualitative Report, 27(3), 824–841. https://doi.org/10.46743/2160-3715/2022.5245 Trinh, E., & Merino, L. (2021). Bridge building through a duoethnography: Stories of Nepantleras in a land of liberation. In B. Yazan, R. Jain, & C. Canagarajah (Eds.), Autoethnographies in ELT: Transnational identities, pedagogies, and practices (pp. 146–160). New York, NY: Routledge. Trinh, E., & Tinker Sachs, G. (2023). Thinking queer with Vietnamese EFL textbooks. Critical Inquiry in Language Studies. Advance online publication. https://doi.org/10.1080/15427587.2023.2190524 Viner, R., Russell, S., Saulle, R., Croker, H., Stansfield, C., Packer, J., Nicholls, D., Goddings, A.-L., Bonell, C., Hudson, L., Hope, S., Ward, J., Schwalbe, N., Morgan, A., & Minozzi, S. (2022). School closures during social lockdown and mental health, health behaviors, and well-being among children and adolescents during the first COVID-19 wave: A systematic review. JAMA Pediatrics, 176(4), 400–409 110.1001/jamapediatrics.2021.5840. Vinogradova, P., Linville, H. A., & Bickel, B. (2011). “Listen to my story and you will know me”: Digital stories as student-centered collaborative projects. TESOL Journal, 2(2), 173–202. https://doi.org/10.5054/tj.2011.250380 Winn, M. T. (2013). Toward a restorative English education. Research in the Teaching of English, 48(1), 126–135. Yazan, B. (2019). An autoethnography of a language teacher education: Wrestling with ideologies and identity positions. Teacher Education Quarterly, 46(3), 34–56. Yazan, B., Pentón Herrera, L. J., & Rashed, D. (2023). Transnational TESOL practitioners' identity tensions: A collaborative autoethnography. TESOL Quarterly, 57, 140–167. https://doi.org/10.1002/tesq.3130 B. Yazan, E. Trinh, & L. J. Pentón Herrera (Eds.). (2023). Doctoral students' identities and emotional wellbeing in applied linguistics: Autoethnographic accounts. New York, NY: Routledge. Zeaiter, L. F. (2023). Plurilingual memoir writing: A framework for storytelling and peacebuilding. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.749 Zhang-Wu, Q. (2023). “Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace. 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引用次数: 0

摘要

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Storytelling as an outlet for restoration and peacebuilding: An introduction to the Special Issue

TESOL JournalEarly View e763 EDITORIAL Storytelling as an outlet for restoration and peacebuilding: An introduction to the Special Issue Luis Javier Pentón Herrera, Corresponding Author Luis Javier Pentón Herrera [email protected] orcid.org/0000-0002-8865-8119 Akademia Ekonomiczno-Humanistyczna w WarszawieSearch for more papers by this authorEthan Trinh, Ethan Trinh orcid.org/0000-0002-9555-0122 Georgia State UniversitySearch for more papers by this authorGloria Park, Gloria Park Indiana University of PennsylvaniaSearch for more papers by this author Luis Javier Pentón Herrera, Corresponding Author Luis Javier Pentón Herrera [email protected] orcid.org/0000-0002-8865-8119 Akademia Ekonomiczno-Humanistyczna w WarszawieSearch for more papers by this authorEthan Trinh, Ethan Trinh orcid.org/0000-0002-9555-0122 Georgia State UniversitySearch for more papers by this authorGloria Park, Gloria Park Indiana University of PennsylvaniaSearch for more papers by this author First published: 03 October 2023 https://doi.org/10.1002/tesj.763Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Alonso García, N., Demperio, J., & Kozlowska, M. (2023). The CLIC project: Language stories matter. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.751 Angay-Crowder, T., Choi, J., & Yi, Y. (2013). Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 30(2), 36–45. https://doi.org/10.18806/tesl.v30i2.1140 Barkhuizen, G. (2018). Storytelling. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235.eelt0184 B. Birch (Ed.). (2022). Creating classrooms of peace in English language teaching. New York, NY: Routledge. Birch, B. M. (2009). The English language teacher in global civil society. New York, NY: Routledge. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Bristol, England: Multilingual Matters. 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来源期刊

TESOL Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.