Too Close to the Work/There is
                        Nothing Right Now

Diaz-Strong, Daysi Ximena; Luna-Duarte, Maria; Gómez, Christina; Meiners, Erica R.

doi:10.4135/9781544329611.n1

Cited by 15 publications

(20 citation statements)

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“…An inquiry approach also takes an iterative, dialogic, and reflexive approach to research, centering multidirectional inquiry with participants and putting findings into action to beget further inquiry (Cochran- Smith & Lytle, 2009;Diaz-Strong, Luna-Duarte, Gómez, & Meiners, 2014;Kinloch & San Pedro, 2014). With an aforementioned commitment to interrogate my positionality throughout my project, a central focus of my reflection and inquiry spiral was thinking through how I was collecting, interpreting, and representing my data to resist the perpetuation of deficit perspectives on immigrant communities all too pervasive in educational research (Campano, Ghiso, & Welch, 2016;Gonzalez, Moll, & Amanti, 2005).…”

Section: Methodology and Methodsmentioning

confidence: 99%

Writing Together: Reclaiming Dialogue Journals as a Mutually Humanizing Teaching Practice

Schwab

2019

Literacy Research: Theory, Method, and Practice

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This article builds on the work of adult literacy scholars to explore how dialogue journals might be used to enact a mutually humanizing pedagogy within adult English for Speakers of Other Languages (ESOL) classrooms. The researcher extends the discussion of using dialogue journals to consider not only how they can be used to meet the ends of specific class and language learning goals but can be utilized by teachers and researchers as a humanizing practice in a context historically and contemporarily dominated by the dehumanizing of adult immigrants through popular and political discourse. Through a review of literature and data from a practitioner inquiry study, the researcher revisits research on dialogue journaling and offers a reclaiming of dialogue journals as a mutually humanizing practice, using the discussion to interrogate what humanizing practices look like in a contemporary adult ESOL classroom.

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Section: Methodology and Methodsmentioning

confidence: 99%

Writing Together: Reclaiming Dialogue Journals as a Mutually Humanizing Teaching Practice

Schwab

2019

Literacy Research: Theory, Method, and Practice

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“…Many authors have examined this process of reflexivity and how it impacts the research process (Finlay, 2002;Manderson et al, 2006). Reflexivity also allows the researcher to become more familiar with the idea of identity as a dynamic phenomenon: Although people may ascribe particular labels to themselves and others, they are constantly challenged and mirrored back to them in diverse ways by various stakeholders across multiple contexts (Diaz-Strong et al, 2013;Finlay 2002). Therefore, continued awareness of self in context creates an increased sense of this fluidity and how it impacts the research process, from site selection through data analyses and reporting.…”

Section: Identity As a Dynamic Phenomenonmentioning

confidence: 98%

Leveraging Identity, Gaining Access: Explorations of Self in Diverse Field-Based Research Settings

Doykos

Brinkley‐Rubinstein

Craven

et al. 2014

Journal of Community Practice

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“…Yet Black women educators taught in the midst of untenable working conditions, including enormous class sizes, dilapidated buildings, and inequitable school funding models between schools serving Black children and those serving White children; teachers in urban settings still confront these machinations of racism (p. 50). Because the rules of emotion are necessarily raced as well as gendered, (Diaz-Strong et al, 2014;Lorde, 1983) Black women educators also confronted emotional strictures that differed from those of their White women counterparts.…”

Section: Historical and Contemporary Contexts Of Us Educationmentioning

confidence: 99%

“…Audre Lorde, in her 1984 text Sister Outsider, first noted the ways that Black women are barred from expressing anger or rage. Diaz-Strong et al (2014) argued that expressions of outlaw emotion will in fact be "used against" groups who have been marginalized to further marginalize them. The authors wrote, "Outlaw emotions can be defined as feelings like anger and resentment that are considered wrong and denied to marginalized groups precisely because these emotions challenge cultural hegemony and open avenues for social change" (p. 9).…”

Section: Outlaw Emotionsmentioning

confidence: 99%

“There Isn't an Easy Way for Me to Talk About This”: A Historical and Contemporary Examination of Emotional Rules for Teachers

Dunn

Moore

Neville

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context As grounding for our work, we consider the creation and development of the teaching profession as a particularly “feminine” role. We then briefly describe the contemporary context of schooling, particularly related to neoliberal accountability and its impact on teachers’ experiences. This comparison shows that the historical claims pertaining to women in the teaching workforce have modern-day equivalents, suggesting that the workforce and emotions pertaining to it are still heavily regulated and monitored. Purpose of Study The purpose of this study is to explore how teachers’ emotions are or are not supported and nurtured in an urban high school, contextualized by an exploration of what it means to work in a “feminized” profession that is increasingly subject to regulations that limit teachers’ autonomy and agency. Research Design Drawing on portraiture methodology and using interview and field note data from a case study on teacher morale in an urban high school, we advance a theory about the emotional rules of teaching in a neoliberal era. Findings We argue that teachers have been socialized into the emotional rules of the profession in ways that inhibit their expressions of so-called outlaw emotions, or negative emotions that certain groups have been taught not to exhibit. For some teachers, these emotions may manifest as vulnerability, shame, or burnout. Conclusions/Recommendations We conclude that emotional rules are embodied and that there are material consequences to the ways teachers are required to regulate their emotions. Teachers’ expressions of outlaw emotions should be viewed as courageous. Teachers’ vulnerability should be nurtured at both individual and institutional levels in order to build teacher community, reduce feelings of burnout and isolation, and ultimately (hopefully) reduce teacher attrition. Valuing the humanity and emotions of teachers is a critical step in ensuring humanity for all of our children.

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Too Close to the Work/There is Nothing Right Now

Cited by 15 publications

References 0 publications

Writing Together: Reclaiming Dialogue Journals as a Mutually Humanizing Teaching Practice

Writing Together: Reclaiming Dialogue Journals as a Mutually Humanizing Teaching Practice

Leveraging Identity, Gaining Access: Explorations of Self in Diverse Field-Based Research Settings

“There Isn't an Easy Way for Me to Talk About This”: A Historical and Contemporary Examination of Emotional Rules for Teachers

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