{"title":"(再)积极实践:名字里有什么?英语教育中的语言、身份和权力","authors":"Grace MyHyun Kim","doi":"10.58680/ee202131288","DOIUrl":null,"url":null,"abstract":"This article discusses activities and actions for English language arts (ELA) educators to engage in antiracist praxis and humanizing pedagogy through unpacking the common activity of classroom name introductions. The author highlights how learning students’ names can involve honoring nondominant histories of racially minoritized communities. Implications of this (re)active praxis include the potential to sustain marginalized students in ELA classrooms by promoting broader racial and linguistic justice.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"10 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"(Re)Active Praxis: What’s in a Name? Language, Identity, and Power in English Education\",\"authors\":\"Grace MyHyun Kim\",\"doi\":\"10.58680/ee202131288\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article discusses activities and actions for English language arts (ELA) educators to engage in antiracist praxis and humanizing pedagogy through unpacking the common activity of classroom name introductions. The author highlights how learning students’ names can involve honoring nondominant histories of racially minoritized communities. Implications of this (re)active praxis include the potential to sustain marginalized students in ELA classrooms by promoting broader racial and linguistic justice.\",\"PeriodicalId\":53044,\"journal\":{\"name\":\"Getsempena English Education Journal\",\"volume\":\"10 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Getsempena English Education Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.58680/ee202131288\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Getsempena English Education Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.58680/ee202131288","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
(Re)Active Praxis: What’s in a Name? Language, Identity, and Power in English Education
This article discusses activities and actions for English language arts (ELA) educators to engage in antiracist praxis and humanizing pedagogy through unpacking the common activity of classroom name introductions. The author highlights how learning students’ names can involve honoring nondominant histories of racially minoritized communities. Implications of this (re)active praxis include the potential to sustain marginalized students in ELA classrooms by promoting broader racial and linguistic justice.
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