“How did you become political?”: Narratives of junior researcher-practitioners in applied linguistics

Häusler, Angela H.; Leal, Priscila; Parba, Jayson; West, Gordon Blaine; Crookes, Graham

doi:10.1080/15427587.2018.1453303

Cited by 6 publications

(5 citation statements)

References 18 publications

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“…Although the text more authentically explores the conflicting voices of the subjects, resolving the ensuing interpretive tensions is the responsibility of readers" (Canagarajah, 1996, p. 327). Häusler et al (2018) use "collective memory-work, a research framework with transformative aspirations that integrates narrative writing with group analysis and dissolves the boundaries between theory and method as well as researcher and research participants" (p. 282). We take Canagarajah's (1996) conclusion as our starting point when he states that it is necessary, therefore, to see reports co-authored by esol researcher/teachers and students.…”

Section: Justification For the Need For And Importance Of An Article ...mentioning

confidence: 99%

“…The underlying conceptualizations of these notions have an impact on all research stages and processes as well as on stakeholders. Together with Häusler et al (2018), they argue that "studies which aim for participants to act as co-enquirers are political by their nature" (Gibson et al, 2017, p. 110). Critical reflection on these dimensions is fraught with challenges and becomes essential.…”

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confidence: 99%

“…This labelling was problematic in terms of identity issues and how to name and address all the co-authors of this article at different moments in this longitudinal study. Naming and labelling stakeholders poses methodological challenges which are political by nature and challenge power issues and institutional structures (Häusler et al, 2018). Practically, these chal-lenges have an impact on several dimensions, of which research reporting is an example.…”

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confidence: 99%

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Plurality of Voices in Reflecting Upon the Research Process: Trajectories of Collaboration in an Argentinian Setting

Porto

Pesci

Riva

2022

Profile: Issues Teach. Prof. Dev.

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This article describes the trajectories of collaboration experienced by three individuals in three different roles (informant, research assistant, and supervisor) in two research projects about English as a foreign language reading in a higher education context in Argentina. Data come from reflection logs and retrospective narratives written by them from 2009 to 2016 which were analyzed using content analysis, focusing on a continuum of collaboration. The article aligns with the critique of the discourse of “newer researcher” as a linear developmental trajectory as it illustrates the participants’ fluid, critical, complex, and personally relevant pathways. Placed within the debate regarding the affordances, complexities and challenges of the measured university, this research contributes perspectives from a peripheral setting generally underrepresented in the literature.

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Section: Justification For the Need For And Importance Of An Article ...mentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Plurality of Voices in Reflecting Upon the Research Process: Trajectories of Collaboration in an Argentinian Setting

Porto

Pesci

Riva

2022

Profile: Issues Teach. Prof. Dev.

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“…For critical language teachers and teacher educators, there is also a need to find and build communities. Doing political work and taking a critical stance in fighting against social injustices in the status quo is dangerous work [58]. It is also emotionally challenging work.…”

Section: Critical Collaboration Around Eruptionsmentioning

confidence: 99%

“Is This a Safe Space?”: Examining an Emotionally Charged Eruption in Critical Language Pedagogy

West

2021

Education Sciences

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Unexpected conflicts, or eruptions, in class during discussions of controversial issues are not uncommon in the field of English language teaching (ELT). This can be especially true for critical English language teachers who hope to address social justice issues in their classrooms. Existing literature of these events often mentions emotional responses of teachers and students, without fully analyzing the ways in which emotions are processed and constrained around these eruptions. This article examines a homophobic incident during an in-service English language teacher course taught by the author to illustrate ways in which emotions shaped the response to the incident, and how social justice aims can be achieved for critical language teachers in emotionally challenging environments, where there may be competing claims of injustice and narratives of oppression. Drawing on feminist theories of emotion, the case is made for a conceptualization of emotions not as private, individual experiences, but rather as public, socioculturally and materially mediated experiences. Social justice is theorized as an active fight against injustices that cannot be seen as an individual, isolated effort. Implications for critical language educators are shared.

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“…Likewise, students and educators who have been involved in language advocacy and activism will have stories to share about relational solidarity, about failed and successful tactics and strategies to confront and potentially subvert marginalization and erasure perpetuated by language [84,85]. Such testimonies, such life experiences, when told forward in our classrooms and communities, have the potential to amplify calls for collective action.…”

Section: Leveraging Transformative Action In Language (Teacher) Educationmentioning

confidence: 99%

Language Guerrillas: Signing Multilingualism into Action

Häusler¹

2021

Education Sciences

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This article opens an analytical window into the creation of multilingual guerrilla translations by participants in a preservice language teacher program at a public university in the United States. As an intervention responding to the prevalence of English monolingual signage on this highly diverse university campus, the college students invited a public audience into a joint critical interrogation of implicit institutional language policies, as their signage offered a necessarily incomplete and intentionally makeshift alternative to the official English displays. Inspired by the three-phase model of critical pedagogy, this grassroots endeavor embraced Freire’s notion of transformative praxis defined by the symbiotic relation of action and reflection. A closer examination of the scaffolding, which guided the planning and implementation, lends insight into activity design with the potential to nurture an activist aptitude among students. Comments from participants suggest that the conceptual stepping stones towards students’ collective critical engagement had a positive influence on their perception of language (teacher) advocacy and activism.

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“How did you become political?”: Narratives of junior researcher-practitioners in applied linguistics

Cited by 6 publications

References 18 publications

Plurality of Voices in Reflecting Upon the Research Process: Trajectories of Collaboration in an Argentinian Setting

Plurality of Voices in Reflecting Upon the Research Process: Trajectories of Collaboration in an Argentinian Setting

“Is This a Safe Space?”: Examining an Emotionally Charged Eruption in Critical Language Pedagogy

Language Guerrillas: Signing Multilingualism into Action

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