A lesson in teaching English while White

Ennser–Kananen, Johanna

doi:10.1002/tesj.558

Cited by 6 publications

(2 citation statements)

References 42 publications

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“…Given the variety of KoP and the unpredictability of their emergence in the classroom, it would hardly be helpful to call for teacher preparedness for all eventualities. Instead, I reiterate my arguments for the less prepared teacher (Ennser-Kananen, 2020), "What if we cultivated the un(der)prepared teacher who is courageous enough to leave spaces to be filled with students' stories, interests, needs, and goals, not the demands of the (white-dominated) school, curriculum, or economy?" (p. 18).…”

Section: Discussionmentioning

confidence: 99%

“I Almost Died”: Knowledges of Pain in a Finnish School for Refugee-Background Adults

Ennser-Kananen

2024

NTPK

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This critical ethnographic study investigated how knowledges of pain (KoP) surfaced and were negotiated in the classroom discourse of a Finnish adult basic education (ABE) context, more specifically, a school for adult learners with forced migration experience. The emergence of students’ KoP, for instance, their stories of war, violence, and injury, are analyzed through the framework of Critical Race Pedagogy (CRP), which aims to validate and center the experiences of people of color (POC) in educational settings. Conceptualizing KoP as world knowledges, as invitations for self-reflection and re/positioning, and as interruptions, allows for an examination of their pedagogical and transformative potential. The findings show that a variety of KoP came to the fore, claiming and receiving different amounts of space and attention, including instances when they complemented the lesson content. KoP tended to cause minor interruptions to traditional power dynamics and classroom roles, which could nevertheless be entry points for developing ABE-specific CRP. Also, instances of teacher-imposed KoP were documented, which raises the question of how antiracist education can legitimize and incorporate students’ desire for peace and belonging.

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Section: Discussionmentioning

confidence: 99%

“I Almost Died”: Knowledges of Pain in a Finnish School for Refugee-Background Adults

Ennser-Kananen

2024

NTPK

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“…In doing so, we did not interrogate how their identities as White teachers working with racially and linguistically diverse students impacted how they envisioned and enacted advocacy. Future studies could explore the role of whiteness in crafting advocacy, including how English language teachers come to understand their identities as educators and advocates at the intersection of race and language, and how White teachers acknowledge or ignore their whiteness when working with and for diverse students (Ennser‐Kananen, 2020; Pettitt, 2020).…”

Section: Limitations Implications and Conclusionmentioning

confidence: 99%

“I have meaningful work:” Crafting teaching and advocacy at anESLafter‐school program

Ridley

King

2023

TESOL Journal

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While the importance of advocacy in TESOL has received greater attention in recent scholarship, less research has explored how English language teachers make meaning for their work as educators and advocates by acting within and beyond their official roles and responsibilities. This article explores how teachers in an after‐school program supported refugee and immigrant students and their families. The researchers ask the following question: How do teachers craft their roles as educators and advocates for refugee and immigrant youth in an English as a second language (ESL) after‐school program? They analyzed data through a job crafting lens (Haneda & Sherman, 2018; Wrzesniewski & Dutton, 2001) to make visible how teachers at the after‐school program defined themselves as educators and advocates, and how the program hindered or empowered their efforts to act on these definitions. Findings share how four different teachers crafted opportunities, connections, leadership, and resources as they imagined and enacted their work with and for refugee and immigrant students and their families. Based on study findings, we suggest implications for TESOL educators in classrooms and community spaces, and recommend future directions for job crafting research on teaching and teacher advocacy.

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Inequitable discourses on refugee students resisted and maintained by educators – the perspective of decontextualisation

Petäjäniemi,

Kaukko,

Haswell

2024

Pedagogy, Culture & Society

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A lesson in teaching English while White

Abstract: How can teaching English for social justice fail, and what lessons can be learned from it? This article offers a close analysis of a 90-minute teaching sequence in an English as a foreign language classroom

Cited by 6 publications

References 42 publications

“I Almost Died”: Knowledges of Pain in a Finnish School for Refugee-Background Adults

“I Almost Died”: Knowledges of Pain in a Finnish School for Refugee-Background Adults

“I have meaningful work:” Crafting teaching and advocacy at anESLafter‐school program

Inequitable discourses on refugee students resisted and maintained by educators – the perspective of decontextualisation

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