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Getsempena English Education Journal最新文献

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(Re)Active Praxis: Disrupting Segregated Knowledge Flows: Reflections from an Evolving Abolitionist (二)积极实践:打破隔离的知识流动:一个不断发展的废奴主义者的反思
Getsempena English Education Journal Pub Date : 2022-07-01 DOI: 10.58680/ee202231983
Valerie L. Marsh
{"title":"(Re)Active Praxis: Disrupting Segregated Knowledge Flows: Reflections from an Evolving Abolitionist","authors":"Valerie L. Marsh","doi":"10.58680/ee202231983","DOIUrl":"https://doi.org/10.58680/ee202231983","url":null,"abstract":"Amid a time of social protest against systemic racism, the author recalls an experience of her own racism as a white literacy researcher and ELA educator. She acknowledges and describes her racism as both a means to redesign teaching practice and an invitation to other ELA educators to allow the discomfort that can come with reflection. Drawing on Bettina Love’s articulation of abolitionist teaching, as well as scholars in critical English pedagogy and critical literacies, the author focuses on the problem of segregated knowledge flows and shares ways in which she is disrupting this systematic tendency.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89249382","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
(Re)Active Praxis: What Happens When You Read about Racism? (Re)积极实践:当你读到种族主义时会发生什么?
Getsempena English Education Journal Pub Date : 2022-07-01 DOI: 10.58680/ee202231982
Madison Gannon, Jennifer Ervin, Lemell Overton
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引用次数: 0
Reviewer: Thank You to Our Reviewers 感谢我们的审稿人
Getsempena English Education Journal Pub Date : 2022-07-01 DOI: 10.58680/ee202231984
{"title":"Reviewer: Thank You to Our Reviewers","authors":"","doi":"10.58680/ee202231984","DOIUrl":"https://doi.org/10.58680/ee202231984","url":null,"abstract":"","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83119454","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
Research: ELA Teachers and Whiteness: Hesitancy as Barrier to Teacher Agency Development 研究:ELA教师与白人:犹豫是教师代理发展的障碍
Getsempena English Education Journal Pub Date : 2022-07-01 DOI: 10.58680/ee202231979
M. Cook
{"title":"Research: ELA Teachers and Whiteness: Hesitancy as Barrier to Teacher Agency Development","authors":"M. Cook","doi":"10.58680/ee202231979","DOIUrl":"https://doi.org/10.58680/ee202231979","url":null,"abstract":"This study examines ways preservice teachers transfer their developing agentive identities—specifically around race/ism, inequity, and whiteness—from the teacher education context to secondary English language arts classrooms, as well as barriers preventing that transfer. This inquiry utilized qualitative case study methods to conduct in-depth analysis of six ELA preservice teachers’ written reflections, class discussions, and student-instructor conferences. While the preservice teachers showed evidence of developing “theoretical agency” in the teacher education context, they often struggled to maintain their agentive poses within secondary ELA contexts. Their struggles manifest as hesitancy connected to their awareness of and navigation of their own whiteness. Findings suggest preservice teachers need opportunities to interrogate whiteness through curricula and structural inequities and to engage in agency development across a variety of contexts.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89275959","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
(Re)Active Praxis: Valuing Linguistic Diversity: Transforming the Teaching of Grammar for Rural Preservice Secondary English Teachers (二)积极实践:重视语言多样性:转变农村职前中学英语教师语法教学
Getsempena English Education Journal Pub Date : 2022-04-01 DOI: 10.58680/ee202231850
L. Cook
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引用次数: 0
Editorial: Context Matters: Preparing ELA Teachers and Supporting Students in Rural Areas 社论:环境问题:在农村地区培养ELA教师和支持学生
Getsempena English Education Journal Pub Date : 2022-04-01 DOI: 10.58680/ee202231845
C. Parton, A. Azano
{"title":"Editorial: Context Matters: Preparing ELA Teachers and Supporting Students in Rural Areas","authors":"C. Parton, A. Azano","doi":"10.58680/ee202231845","DOIUrl":"https://doi.org/10.58680/ee202231845","url":null,"abstract":"","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86056645","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
(Re)Active Praxis: The Crop of Fall 2020: Rural Anxieties and Preservice Identities (Re)积极实践:2020年秋季作物:农村焦虑和职前身份
Getsempena English Education Journal Pub Date : 2022-04-01 DOI: 10.58680/ee202231849
Jeff Spanke
{"title":"(Re)Active Praxis: The Crop of Fall 2020: Rural Anxieties and Preservice Identities","authors":"Jeff Spanke","doi":"10.58680/ee202231849","DOIUrl":"https://doi.org/10.58680/ee202231849","url":null,"abstract":"This reflective piece draws on the author’s experiences of simultaneously teaching a college-level young adult literature seminar alongside an upper-level methods course on teaching literature in the secondary schools. While this was not his first time teaching the two courses during the same semester, what makes this particular experience unique was that he taught both courses face-to-face in the midst of a global pandemic. Additionally, his midsized, Midwestern university’s largely rural, first-generation student population responded to the complex chaos of 2020 in culturally specific and pedagogically profound ways.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74244020","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
Research: Reading The Serpent King to Connect to Students’ Lives and Experiences in Rural Contexts 研究:阅读《蛇王》连接学生在农村背景下的生活和经历
Getsempena English Education Journal Pub Date : 2022-04-01 DOI: 10.58680/ee202231848
A. Boyd, J. Darragh
{"title":"Research: Reading The Serpent King to Connect to Students’ Lives and Experiences in Rural Contexts","authors":"A. Boyd, J. Darragh","doi":"10.58680/ee202231848","DOIUrl":"https://doi.org/10.58680/ee202231848","url":null,"abstract":"In this article, the authors describe a qualitative case study of one secondary teacher and her ninth-grade students in the rural Northwest reading Jeff Zentner’s novel The Serpent King. This work is situated in the recently developed theory of Critical Rural English Pedagogy which highlights the import of devoting attention to the unique aspects of rural life as well as having students critique and analyze related representations. Researchers collected the focal teachers’ lesson plans, activities, handouts, and student work and observed class discussion seminars once per week. They also conducted three semi-structured interviews with the teacher and engaged in weekly informal conversations with her. Through open and thematic coding, they discerned how the teacher constructed a culturally affirming and rich unit that honored her students’ lives and allowed them a space for validation and storytelling. Implications for pre- and inservice teachers are shared, including this illustration as a model for Critical Rural English Pedagogy, a group often missing from this scholarship.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88699521","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: 1
Research: “Communities of Discomfort”: Empowering LGBTQ+ Ally Work in a Southeastern Rural Community 研究:“不适社区”:在东南部农村社区授权LGBTQ+盟友工作
Getsempena English Education Journal Pub Date : 2022-04-01 DOI: 10.58680/ee202231846
S. Shelton
{"title":"Research: “Communities of Discomfort”: Empowering LGBTQ+ Ally Work in a Southeastern Rural Community","authors":"S. Shelton","doi":"10.58680/ee202231846","DOIUrl":"https://doi.org/10.58680/ee202231846","url":null,"abstract":"Discussions of rural education are often deficit-laden, and the ways that scholars discuss rural schools relative to LGBTQ+ issues position these communities and their schooling as toxic and dangerous for queer students—particularly in the rural Southeast. However, the tightly knit connections within rural communities afford unique and important opportunities to build classrooms that empower LGBTQ+ students and teacher allies. Informed by Britzman’s queer pedagogy (1998) and Ahmed’s (2014) discussions of comfort and discomfort, this article examines a high school English teacher’s experiences during student teaching and the first two years of inservice teaching in rural communities in the Southeastern United States. This research emphasizes discomfort/disruption as productive and positive in creating a community of discomfort that draws on connections to rural communities while working within school-based restrictions to support LGBTQ+ students and issues.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82470216","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: 1
Research: Rurally Motivated? How English Teachers Negotiate Rural Sense of Belonging 研究:农村动机?英语教师如何把握乡村归属感
Getsempena English Education Journal Pub Date : 2022-04-01 DOI: 10.58680/ee202231847
A. Olsen, Danette Long, Kristofer Olsen, William J. Fassbender
{"title":"Research: Rurally Motivated? How English Teachers Negotiate Rural Sense of Belonging","authors":"A. Olsen, Danette Long, Kristofer Olsen, William J. Fassbender","doi":"10.58680/ee202231847","DOIUrl":"https://doi.org/10.58680/ee202231847","url":null,"abstract":"English education candidates deserve time and support to consider how school and community coexist and to think deeply about where they want to be English teachers. This study used multiple case study analysis to better understand participants’ negotiation of sense of belonging (SOB) in rural schools and communities across experiences: a rural-intensive practicum course, a student teaching semester, and/or contracted teaching jobs in rural schools. In looking over time and across experiences, this paper builds an understanding of how English teachers develop (or do not develop) rural SOB. Data include written reflections and auto-photography that represent practicum students’ understanding of their placement community and rural English classroom (all names of people and places are pseudonyms). We follow those who accepted rural student teaching placements and/or chose rural schools for their first teaching position, adding interviews into our corpus. We describe participants’ interactions with space, curriculum, and people as they negotiate a rural SOB. We offer insight into what English teachers foreground and where they experience tensions as they position themselves (and others) in rural schools and communities.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"109 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75965278","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
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