Rewriting John Henry: Using Texts to Interrogate Personal Trauma

Taylor, Kara M.

doi:10.1002/jaal.919

Cited by 1 publication

(2 citation statements)

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“…Puzio et al (2017, p. 231) tell the stories of the “creative failures” of teachers attempting critical pedagogies, concluding that it “cannot and should not be done alone; instead, it should be done in collaboration with our students, their families, and the community”. Some of our own research with K-8, urban literacy teachers highlights feelings of isolation when critically pushing on school norms with attempts to disrupt the status quo (Hartman, 2018; Taylor, 2019; Woodard et al , 2017).…”

Section: Critical Orientations and Teacher Agencymentioning

confidence: 99%

“…Our narratives revealed multiple problematic aspects of the typical ELA curriculum in US schools, including limited textual representations in classrooms (Taylor, 2019) and a focus on mastering conventions of “standard” English in both writing and language learning (Machado et al , 2017b). This process also helped us better understand our experiences in schools situated within systems of oppression.…”

Section: Storying Our Journeys Toward Critical Teachingmentioning

confidence: 99%

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Expanding repertoires of resistance

Taylor

Hartman

et al. 2019

ETPC

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Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices. Findings Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues. Research limitations/implications Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies. Practical implications Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies. Originality/value Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.

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Section: Critical Orientations and Teacher Agencymentioning

confidence: 99%

Section: Storying Our Journeys Toward Critical Teachingmentioning

confidence: 99%