English Teaching: Practice & Critique最新文献

{"title":"Adopting a languaging approach for teaching about the climate crisis in English language arts","authors":"Richard Beach","doi":"10.1108/etpc-05-2024-0067","DOIUrl":"https://doi.org/10.1108/etpc-05-2024-0067","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper posits the need for English language arts (ELA) teachers to foster students’ use of languaging about their relations with ecosystems and peers, leading to their engaging in collective action to critique and transform status-quo systems impacting the climate crisis.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper reviews the current theory of languaging theory and research that focuses on the use of languaging to enact relations with ecosystems and others and voice emotions for transforming communities and reducing emissions contributing to climate change.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This review of languaging theory/research leads to identifying examples of teachers having students critique the use of languaging constituting status quo energy and community/transportation systems, respond to examples of characters using languaging in literary texts, using languaging in discussing or writing about the need to address climate change, critiquing languaging in media promoting consumption, using media to interact with audiences and using languaging through engaging in role-play activities.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This focus on languaging in ELA classrooms is a unique perspective application of languaging theory, leading students to engage in collective, communal action to address the climate crisis.</p><!--/ Abstract__block -->","PeriodicalId":501133,"journal":{"name":"English Teaching: Practice & Critique","volume":"206 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253583","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}

{"title":"Form, criticality, and humanity: topic modeling the field of literary studies for English education","authors":"Scott Storm, Emily C. Rainey","doi":"10.1108/etpc-01-2024-0012","DOIUrl":"https://doi.org/10.1108/etpc-01-2024-0012","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Research on disciplinary literacy in English has struggled with how to represent large-scale disciplinary communities and consider issues of justice and power. The purpose of this study is to offer insights into the disciplinary practice of a community of literary scholars.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using statistical topic modeling augmented with complementary qualitative analysis and interpretive rhetorical analysis, the authors describe patterns in a corpus of 4,039 articles published in the year 2018 and drawn from 215 peer-reviewed literary journals, a corpus comprising 15.5 million words.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Analysis suggests that contemporary literary scholars collectively build knowledge that considers diverse matters of form, including literary and linguistic forms, literary works and other representational forms; criticality, including critical theories and critical concepts; and humanity, including humanistic themes, human institutions and people/places.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This manuscript offers detail about the nature of contemporary literary scholarship as evident through linguistic patterns in and across published works.</p><!--/ Abstract__block -->","PeriodicalId":501133,"journal":{"name":"English Teaching: Practice & Critique","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931613","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}

{"title":"“We're loud, why aren't you?” Laura’s social media activism through justice-oriented literacies","authors":"Dominique Skye McDaniel","doi":"10.1108/etpc-12-2023-0161","DOIUrl":"https://doi.org/10.1108/etpc-12-2023-0161","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Social media offers youth a virtual platform to build community and amplify underrepresented voices. Online spaces are often used to respond to societal issues and adopt various roles. This article aims to focus on Laura's case, spotlighting the intersection of online activism by a youth of Color, and social media literacies used to demonstrate civic engagement around contemporary social justice issues.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Through case study methods, the author examined how a youth of Color used social media to employ critical literacy practices as tools for civic engagement, advocating for social justice, and navigating the complexities of identity work in online spaces, spotlighting Laura, a self-identified Mexican and Ecuadorian Latine 18-year-old activist, to understand how social media shapes multimodal literacy practices, how youth build culture, engage in literacies and craft civic identities online.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Findings examine Laura’s social media literacies toward social justice activism, contributing to the understanding of youth activism, digital identity and civic engagement. Findings will also examine how Laura enacts online literacy practices related to her racialized identities, and how she engages in activism and civic participation related to social justice issues. These findings contribute to the understanding of youth activism, digital identity and civic engagement.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper focuses on Laura’s practices within the larger frame of politics, digital space and youth culture. Moreover, it also highlights the potential of youths' multifaceted social media literacies to redefine the educator's role by fostering youth identity and social justice literacies.</p><!--/ Abstract__block -->","PeriodicalId":501133,"journal":{"name":"English Teaching: Practice & Critique","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141745665","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}

{"title":"I apologize: body positivity love movements","authors":"Janice Baines, Sharon Dublin, Allesia Cherry, Tamia Norris, Taylor Christmas, Ijanah Phillips, Cameron Cromer","doi":"10.1108/etpc-10-2023-0131","DOIUrl":"https://doi.org/10.1108/etpc-10-2023-0131","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper delves into the profound influence of societal beauty standards and the prevalence of body shaming in contemporary culture. It explores how these societal norms contribute to self-esteem issues and psychological distress among individuals, particularly young people.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Through the poignant medium of student letters and the power of prayer, it explores the personal experiences and narratives of young individuals who have faced these challenges.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Moreover, this study highlights the transformative role of education in reshaping these societal norms and fostering a culture of body positivity.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study underscores the potential of student letters and the spiritual guidance of prayer as tools for self-reflection and healing, ultimately advocating for the pivotal role of education in promoting body positivity and challenging the constraints of unrealistic beauty standards and body shaming.</p><!--/ Abstract__block -->","PeriodicalId":501133,"journal":{"name":"English Teaching: Practice & Critique","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737289","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}

{"title":"Loving the skin, you’re in: a deconstruction of children’s literature that focus on body (size) issues","authors":"Delphia Smith","doi":"10.1108/etpc-09-2023-0120","DOIUrl":"https://doi.org/10.1108/etpc-09-2023-0120","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to evaluate children’s literature that focuses on body size issues for elementary readers.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The paper used an evaluative tool based on three categories: content, audience and other considerations.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The evaluative tool was used to evaluate six children’s books identified as critical literature supporting body image. The books evaluated focused on body image but were also tied to other themes such as body positivity, body neutrality, self-love, acceptance, diversity and inclusivity. All books acknowledged and celebrated the uniqueness of varied body types.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Because of the number of books evaluated, the evaluative results may lack generalizability. Therefore, researchers are encouraged to evaluate other critical children’s literature focused on body image.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The paper offers recommendations for parents, teachers and schools.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper encourages the need for parents, teachers and schools to help children embrace body positivity and neutrality so that they would love their skin.</p><!--/ Abstract__block -->","PeriodicalId":501133,"journal":{"name":"English Teaching: Practice & Critique","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504165","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}

{"title":"Nurturing loving fat: growing beyond the weeds of fat phobia","authors":"Dywanna E. Smith","doi":"10.1108/etpc-10-2023-0128","DOIUrl":"https://doi.org/10.1108/etpc-10-2023-0128","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to use an autoethnography and ethnopoetic approach, interweaving personal narratives with scholarly research, to illuminate the profound and far-reaching consequences of fat phobia. Through a multifaceted lens, the lived experiences of a fat, black woman subjected to fat shaming, discrimination and societal prejudice are explored.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Ethnopoetic methodologies were used to showcase how creating critically compassionate dialogues on fat phobia can be used to create discursive spaces where fat folx are able to share their lived experiences, discuss how they are socialized into current beliefs and analyze the confluence of face, gender, fat and body positivity.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>By artfully blending autoethnographic memories with poetical insight, the manuscript offers a poignant exploration of the emotional and psychological toll exacted upon those marginalized by fat bias.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The works aims to cultivate understanding and empathy, fostering a deeper awareness of the urgent need to challenge and dismantle fat phobia within educational institutions and society at large for the betterment of all individuals.</p><!--/ Abstract__block -->","PeriodicalId":501133,"journal":{"name":"English Teaching: Practice & Critique","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194274","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}

{"title":"For Da Brothas: a call for fat, black male and masculine folx literature","authors":"Jarvais Jackson, Allen D. Taste, Robert Prosser","doi":"10.1108/etpc-10-2023-0130","DOIUrl":"https://doi.org/10.1108/etpc-10-2023-0130","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study rigorously explores the intersectional challenges faced by black fat males, emphasizing the amalgamation of anti-fat bias, gender and sexuality and racial discrimination within educational contexts. The purpose of this study is to dissect the complex dynamics of this intersection, shedding light on the nuanced experiences of black men. Central to this exploration is the advocacy for creating inclusive educational sanctuaries, providing a safe space for these individuals to thrive, learn and engage in holistic personal development.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>To accomplish our objectives, this paper reviewed existing literature on anti-fatness, intersecting with issues of race, gender and sexuality. Drawing upon qualitative data, this study incorporated personal narratives and experiences to offer a comprehensive perspective. Our research methodology also involved an analysis of metrics like body mass index (BMI) and its impact on health-care practices and policies, particularly concerning the black community.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The research discerns that black fat males encounter multifaceted challenges in educational settings, often rooted in societal prejudices and systemic biases. It highlights the inadequacy of conventional metrics like BMI in capturing the complexity of these experiences. The study identifies the urgent need for safe school spaces, emphasizing the importance of inclusive language, varied seating arrangements and tailored educational content. These findings underscore the imperative for proactive measures in dismantling anti-fatness within academic institutions.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research contributes significantly to the academic discourse by pioneering an in-depth exploration of the intersectional challenges black fat males face in education. This study offers a novel perspective by focusing on the unique amalgamation of anti-fat bias and racial discrimination. The proposal for educational sanctuaries tailored to the needs of this demographic represents an innovative solution, bridging gaps in the existing literature. Through its nuanced approach and advocacy for inclusivity, this study stands as an original and pioneering contribution to the field, urging educators and policymakers to reevaluate their practices and create equitable learning environments.</p><!--/ Abstract__block -->","PeriodicalId":501133,"journal":{"name":"English Teaching: Practice & Critique","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141254077","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}

{"title":"From the side-eye of a fat black girl: using pop culture to tackle fat phobia in education","authors":"Kenesha Johnson","doi":"10.1108/etpc-09-2023-0118","DOIUrl":"https://doi.org/10.1108/etpc-09-2023-0118","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to address weight-based bullying as a persistent issue among adolescents. Fat phobia, rooted in societal biases against overweight individuals, leads to social exclusion and discrimination, negatively impacting mental health and equality. Educational settings suffer from the profound effects of fat phobia, creating a toxic atmosphere that distracts from learning and marginalizes students who don't conform to traditional physical norms.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper combines historical analysis, literature review and critical discourse analysis. It examines the historical roots of fat phobia, explores the impact of societal influences, analyzes contemporary educational practices and the use of popular culture as a innovative tool.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Leveraging popular culture in anti-fat phobia education effectively challenges stereotypes. Educators empower students to critically analyze media depictions, encouraging empathy and inclusivity. Current events serve as critical teaching tools, sparking discussions on intersecting discrimination forms and equity.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This paper emphasizes the urgent need to comprehensively address fat phobia in education, advocating for a shift in societal attitudes toward body diversity. Popular culture can serve as an educational tool to create inclusive classrooms where all students are valued and free from weight-based discrimination.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>This paper emphasizes the urgent need to comprehensively address fat phobia in education, advocating for a shift in societal attitudes toward body diversity. Popular culture can serve as an educational tool to create inclusive classrooms where all students are valued and free from weight-based discrimination.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The originality and value of this paper lie in its multi-faceted approach to examining weight-based discrimination, its historical context, practical educational strategies, and the innovative use of popular culture as a tool for promoting inclusivity and empathy.</p><!--/ Abstract__block -->","PeriodicalId":501133,"journal":{"name":"English Teaching: Practice & Critique","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194277","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}

{"title":"Reading and (re)writing democracy: Asian American girls claim civic space through literary inquiry","authors":"Ankhi G. Thakurta","doi":"10.1108/etpc-09-2023-0124","DOIUrl":"https://doi.org/10.1108/etpc-09-2023-0124","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to trace how Asian American girls engaged with civic learning in a virtual out-of-school literacy community featuring a curriculum of diverse literary texts.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The researcher used practitioner inquiry to construct a virtual literacy education community dedicated to the civic learning of Asian American girls.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The paper explores how participants mobilized critical practices of textual consumption and production rooted in their intersectional identities and embodied experiences to make meaning of the civic constraints and affordances of marginalized identities and to read and (re)design author choices for civic purposes. These findings – examples of youths’ critical civic meaning-making – indicate how they claimed space for Asian American civic girlhoods in literacy education.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper foregrounds how Asian American girls mobilize critical processes of text consumption and production to assert civic identities in literacy education – a significantly under-examined topic in literacy studies. This work has implications for how literacy practitioners and scholars can prioritize Asian American civic girlhoods through pedagogy and research.</p><!--/ Abstract__block -->","PeriodicalId":501133,"journal":{"name":"English Teaching: Practice & Critique","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840081","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}

{"title":"Responding to representations of fatphobia in prose and comics","authors":"Nicole Ann Amato","doi":"10.1108/etpc-10-2023-0137","DOIUrl":"https://doi.org/10.1108/etpc-10-2023-0137","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the textual and embodied resources readers use and reject when imagining and interpreting a character’s body. This paper explores how readers’ meaning making was influenced when reading prose versus comics. This paper adds to a corpus of scholarship about the relationships between young adult literature, comics, bodies and reader response theory.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>At the time of the study, participants were enrolled in a teacher education program at a Midwestern University, meeting monthly for a voluntary book club dedicated to reading and discussing young adult literature. To examine readers’ responses to comics and prose featuring fat-identified protagonists, the author used descriptive qualitative methodologies to conduct a thematic analysis of meeting transcripts, written participant reflections and researcher memos. Analysis was grounded in theories of reader response, critical fat studies and multimodality.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Analyses indicated many readers reject textual clues indicating a character’s body size and weight were different from their own. Readers read their bodies into the stories, regarding them as self-help narratives instead of radical counternarratives. Some readers were not able to read against their assumptions of thinness (and whiteness) until prompted by the researcher and other participants.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Although many reader response scholars have demonstrated readers’ tendencies toward personal identification in the face of racial and class differences, there is less research regarding classroom practices around the entanglement of physical bodies, body image and texts. Analyzing reader’s responses to the constructions of fat bodies in prose versus comics may help English Language Arts (ELA) educators and students identify and deconstruct ideologies of thin-thinking and fatphobia. This study, which demonstrates thin readers’ tendencies to overidentify with protagonists, suggests ELA classrooms might encourage readers to engage in critical literacies that support them in reading both with and against their identities.</p><!--/ Abstract__block -->","PeriodicalId":501133,"journal":{"name":"English Teaching: Practice & Critique","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140608414","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}