English Teaching: Practice & Critique最新文献

A multicultural education perspective: engaging students and educators to critically exam fat ideology in teacher education and P-12 classrooms 多元文化教育视角：让学生和教育工作者在师范教育和十二年级课堂上批判性地审视肥胖意识形态

English Teaching: Practice & Critique Pub Date : 2024-06-18 DOI: 10.1108/etpc-09-2023-0121

Nan Li, Angela Peters

{"title":"A multicultural education perspective: engaging students and educators to critically exam fat ideology in teacher education and P-12 classrooms","authors":"Nan Li, Angela Peters","doi":"10.1108/etpc-09-2023-0121","DOIUrl":"https://doi.org/10.1108/etpc-09-2023-0121","url":null,"abstract":"\u0000Purpose\u0000In recent years, issues related to body image, fat shaming, and societal perceptions of weight have gained more attention in educational discourse (Carmona-Márquez, et al., 2023; Dark and Aphramor, 2023; Nutter, Ireland, Alberga, et al., 2019; Schorb, 2022). The purpose of this paper is to explore the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education.\u0000\u0000\u0000Design/methodology/approach\u0000Using a multicultural lens to examine fat phobia in education.\u0000\u0000\u0000Findings\u0000This paper explores the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education.\u0000\u0000\u0000Practical implications\u0000By acknowledging the intersection of body image bias with cultural diversity, educators can foster inclusive environments that challenge harmful stereotypes and promote body positivity. This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice.\u0000\u0000\u0000Social implications\u0000This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice.\u0000\u0000\u0000Originality/value\u0000The issue of fat phobia is rarely discussed in education.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"39 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“We’re changing the system with this one”: Black students using critical race algorithmic literacies to subvert and survive AI-mediated racism in school "我们要用这个改变系统"：黑人学生利用批判性种族算法素养，在学校中颠覆和抵御以人工智能为媒介的种族主义

English Teaching: Practice & Critique Pub Date : 2024-04-02 DOI: 10.1108/etpc-08-2023-0102

Tiera Tanksley

{"title":"“We’re changing the system with this one”: Black students using critical race algorithmic literacies to subvert and survive AI-mediated racism in school","authors":"Tiera Tanksley","doi":"10.1108/etpc-08-2023-0102","DOIUrl":"https://doi.org/10.1108/etpc-08-2023-0102","url":null,"abstract":"\u0000Purpose\u0000This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.\u0000\u0000\u0000Design/methodology/approach\u0000Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations.\u0000\u0000\u0000Findings\u0000Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world.\u0000\u0000\u0000Originality/value\u0000While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"35 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140352629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reading the Tulsa Race Massacre: a study exploring a white reader’s shifts in stance across genres of historical text 阅读塔尔萨种族大屠杀:一项探索白人读者在不同类型历史文本中的立场转变的研究

English Teaching: Practice & Critique Pub Date : 2023-08-22 DOI: 10.1108/etpc-05-2022-0064

Emma Bene, Stephanie M. Robillard

{"title":"Reading the Tulsa Race Massacre: a study exploring a white reader’s shifts in stance across genres of historical text","authors":"Emma Bene, Stephanie M. Robillard","doi":"10.1108/etpc-05-2022-0064","DOIUrl":"https://doi.org/10.1108/etpc-05-2022-0064","url":null,"abstract":"\u0000Purpose\u0000Using a discourse analytic approach, the purpose of this paper is to examine how genre impacts white readers when reading about historic acts of racial violence. Specifically, this study explores one white high school student’s stance-taking as she read an informational text and an eyewitness narrative about the Tulsa Race Massacre.\u0000\u0000\u0000Design/methodology/approach\u0000This study used discourse analysis (Gee, 1999) and the think-aloud method (Pressley and Afflerbach, 1996) to explore the white student’s interactions with genres of historical texts. The authors coupled iterative coding and memoing with discourse analysis to analyze the stances she adopted while reading.\u0000\u0000\u0000Findings\u0000The findings illustrate that the informational text allowed for a distancing from the racialized violence in the text, whereas the narrative created an opportunity for more connection to those who experienced the violence.\u0000\u0000\u0000Originality/value\u0000While genre and reader response has long been explored in English Education research, little research has examined the impact of genre on reading historical texts. This study demonstrates the influence that genre may have on white readers’ emotional responses and stance-taking practices when reading about historic acts of racial violence.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126142923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Guest editorial: The role of English teaching and teachers in supporting youths’ university futures and literacies 嘉宾评论:英语教学和教师在支持青年大学前途和读写能力方面的作用

English Teaching: Practice & Critique Pub Date : 2023-07-31 DOI: 10.1108/etpc-08-2023-201

Joanne E. Marciano, Roderick L. Carey, ThedaMarie D. Gibbs Grey

引用次数: 0

“Writin’ain’t my thang”: creating high school student writers with ongoing support through an urban school–teacher education partnership “写作不是我的事”:通过城市学校-教师教育合作伙伴关系，在持续的支持下，培养高中生作家

English Teaching: Practice & Critique Pub Date : 2023-07-27 DOI: 10.1108/etpc-05-2023-0044

Tonya B. Perry, Teaira McMurtry

{"title":"“Writin’ain’t my thang”: creating high school student writers with ongoing support through an urban school–teacher education partnership","authors":"Tonya B. Perry, Teaira McMurtry","doi":"10.1108/etpc-05-2023-0044","DOIUrl":"https://doi.org/10.1108/etpc-05-2023-0044","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore the impact of a year-long writing intervention located in an urban high school in partnership with a university teacher education professor and the students. The goals were as follows: to increase student self-efficacy about writing overall; to increase the number of students who successfully improve scores on writing assessments; and to increase ACT exam scores, making students more qualified candidates for college admission.\u0000\u0000\u0000Design/methodology/approach\u0000The main method used for the research is a quantitative longitudinal study method, which involves collecting from each student, at pre-intervention and post-intervention, a writing sample. There are 54 students in the study.\u0000\u0000\u0000Findings\u0000Findings showed an increase in student proficiency overall, with an increase of 0.53 holistically. Effective writing instruction asks students to write often to develop their writing will and skill. There are many more factors beyond the teaching of “ACT prep” writing skills that must be considered, particularly when teaching marginalized groups. This study found that the following are important: building and sustaining positive rapport; using their language as part of the learning process; creating space for students to write regularly; writing on a variety of topics; reflecting on and monitoring their writing; and receiving timely and targeted feedback.\u0000\u0000\u0000Originality/value\u0000This paper discusses the impact of the writing intervention and describes the practices that were a part of the intervention for marginalized students in an urban school to increase their writing scores.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128438547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Attempts at anti-racist teaching by white English teachers of black students 白人英语教师对黑人学生进行反种族主义教学的尝试

English Teaching: Practice & Critique Pub Date : 2023-07-21 DOI: 10.1108/etpc-05-2022-0071

J. G. Schuman, D. Reynolds

{"title":"Attempts at anti-racist teaching by white English teachers of black students","authors":"J. G. Schuman, D. Reynolds","doi":"10.1108/etpc-05-2022-0071","DOIUrl":"https://doi.org/10.1108/etpc-05-2022-0071","url":null,"abstract":"\u0000Purpose\u0000Research has documented how white teachers often fall short of their anti-racist intentions. However, much of this research is done with preservice teachers or teachers across disciplines. The authors investigate stories in which white English teachers who teach substantial proportions of black students and who self-reported anti-racist goals nevertheless fell short of those goals. The purpose of the study is to understand the tensions between racial liberalism and racial literacy in their pedagogy.\u0000\u0000\u0000Design/methodology/approach\u0000The authors snowball sampled 12 veteran white high school English teachers (3–27 years’ experience) who taught in schools with substantial proportions of black students. The authors used a two-stage interview process to narrow the sample to 7 teachers who confirmed their anti-racist intentions and who wrote narratives of moments when they tried to be anti-racist, but the lesson failed in some way. The authors used a three-stage narrative analysis to analyze how racial liberalism and racial literacy were reflected in the narratives.\u0000\u0000\u0000Findings\u0000The veteran English teachers, despite their anti-racist intentions, told narratives that reflected racial liberalism, portraying racism as an individual and interpersonal phenomenon. Some narratives showed teachers who had taken steps toward racial literacy, but no narratives showed a fully developed sense of racial literacy, portraying the layers of institutional and structural racism in English education.\u0000\u0000\u0000Originality/value\u0000The sample suggests that veteran white English teachers are subject to similar limited racial literacies as novice teachers. While the authors found glimmers of racial literacy, they still note the work necessary to equip veteran English teachers with the racial literacies necessary for anti-racist instruction. The authors propose directions for teacher education, systemic support and professional development.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129886883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Sigo en lo Mismo”: the impact of papeles on the education of undocumented Latinx migrant and seasonal farmworkers “Sigo en lo Mismo”:论文对无证拉丁移民和季节性农场工人教育的影响

English Teaching: Practice & Critique Pub Date : 2023-07-20 DOI: 10.1108/etpc-02-2023-0009

Lorena Gutiérrez

{"title":"“Sigo en lo Mismo”: the impact of papeles on the education of undocumented Latinx migrant and seasonal farmworkers","authors":"Lorena Gutiérrez","doi":"10.1108/etpc-02-2023-0009","DOIUrl":"https://doi.org/10.1108/etpc-02-2023-0009","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.\u0000\u0000\u0000Design/methodology/approach\u0000This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.\u0000\u0000\u0000Findings\u0000Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.\u0000\u0000\u0000Originality/value\u0000Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133947777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building a community of allies and upstanders: Using The Assignment to disrupt hate, bias and antisemitism 建立一个盟友和反对者的社区:利用任务来破坏仇恨、偏见和反犹太主义

English Teaching: Practice & Critique Pub Date : 2023-07-13 DOI: 10.1108/etpc-01-2023-0005

Melanie D. Koss, Deborah Greenblatt

{"title":"Building a community of allies and upstanders: Using The Assignment to disrupt hate, bias and antisemitism","authors":"Melanie D. Koss, Deborah Greenblatt","doi":"10.1108/etpc-01-2023-0005","DOIUrl":"https://doi.org/10.1108/etpc-01-2023-0005","url":null,"abstract":"\u0000Purpose\u0000Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a “disruptor” in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms to challenge the status quo and identify ways to become upstanders in the face of hate.\u0000\u0000\u0000Design/methodology/approach\u0000Through a content analysis using a critical literacy framework, the authors analyzed The Assignment for pedagogical ways to use the novel to challenge educators and students to examine and rethink how they feel about hate, bias and antisemitism.\u0000\u0000\u0000Findings\u0000Four ways the novel can be used as a disrupter were identified: text structure and language, pedagogical practices and curriculum violence, the student/peer/authority figure power dynamic and challenging accepted beliefs that can lead to bias, hate and antisemitism.\u0000\u0000\u0000Practical implications\u0000Although all individuals can be impacted by hate and antisemitism, this article focuses on young adults as they are the novel’s target audience. However, the authors believe people of all ages have the potential to disrupt societal practices and become upstanders and suggest ideas in this article be applied broadly to other novels and teaching situations.\u0000\u0000\u0000Originality/value\u0000A focus is on the ways the novel can build a community of allies and upstanders – students as agents of change rather than complacent bystanders. As bias, hate and antisemitism are on the rise, this article presents a unique way to combat it through literature and critical discussion.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124646320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Portraits of young refugee women’s identities, experiences, and beliefs in relation to college-going 年轻难民女性的身份、经历和信仰与上大学有关的肖像

English Teaching: Practice & Critique Pub Date : 2023-07-04 DOI: 10.1108/etpc-07-2022-0085

Jennifer C. Mann, Alison Turner

{"title":"Portraits of young refugee women’s identities, experiences, and beliefs in relation to college-going","authors":"Jennifer C. Mann, Alison Turner","doi":"10.1108/etpc-07-2022-0085","DOIUrl":"https://doi.org/10.1108/etpc-07-2022-0085","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore the stories of two young refugee women, Sue Mar and Amora, and how their adolescent identities, experiences, and beliefs, partially shaped by their English teacher, helped pave their paths to higher education.\u0000\u0000\u0000Design/methodology/approach\u0000This study is guided by the lens of critical literacy as “a way of being and doing” (Vasquez et al., 2019). The authors chose portraiture, a participant-centered methodology, as a response to the historical marginalization of refugees, to bring their voices to the forefront (Lawrence-Lightfoot and Davis, 1997). They draw from interviews conducted with Sue Mar and Amora, document analysis, and an interview with the English teacher.\u0000\u0000\u0000Findings\u0000In Sue Mar and Amora’s portraits, aspiration and determination are seen as primary factors in their college-going. In addition, Sue Mar and Amora were propelled by their English teacher’s support through the cultivation of a loving relationship, high expectations, and critical pedagogical practices. Their family and community fostered beliefs about the power and potential of education, and other refugees served as important role models.\u0000\u0000\u0000Research limitations/implications\u0000Researchers should explore refugee students’ experiences accessing higher education.\u0000\u0000\u0000Practical implications\u0000English educators should connect literature to the lived experiences of their students to show that they value their students’ knowledge and past experiences.\u0000\u0000\u0000Social implications\u0000Policymakers should consider the role that community colleges play in the lives of refugee students and should support programs including tuition reduction for refugee students.\u0000\u0000\u0000Originality/value\u0000As only 6% of refugees currently attend college (UNHCR, 2023), it is essential to understand factors that contributed to students’ college-going.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123104724","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}

引用次数: 0

Exploring (r)evolutionary college-going literacies with immigrant youth in a youth participatory action research (YPAR) seminar 在青年参与行动研究(YPAR)研讨会中探讨移民青年的进化大学识字能力

English Teaching: Practice & Critique Pub Date : 2023-06-28 DOI: 10.1108/etpc-10-2022-0160

Danielle Filipiak, Dr Limarys Caraballo

引用次数: 0

English Teaching: Practice &amp; Critique最新文献

English Teaching: Practice & Critique最新文献