Identity, Discourse, and Safety in a High School Discussion of Same-Sex Marriage

Beck, Terence A.

doi:10.1080/00933104.2013.757759

Cited by 48 publications

(22 citation statements)

References 34 publications

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“…By taking a more complex view of power and social justice, however, and in intense moments where there are eruptions in class, there may be competing claims for who is being oppressed, or definitions of what injustice is in that moment. It may not be immediately clear how power is being employed or to what effect, or what course of action would best fight injustice in that moment [10,35]. A general goal of conflict resolution, achieving social stability, may motivate teachers in such instances, but social justice cannot be sacrificed for stability since a foundation that is built on oppression is necessarily unstable [36].…”

Section: Understandings Of Social Justicementioning

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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Section: Understandings Of Social Justicementioning

confidence: 99%

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

West

2021

Education Sciences

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“…There are a variety of reasons that the literature cites for preservice teachers' hesitancy. One reason cited is that preservice teachers do not want to risk losing control of their classroom, whether due to a lack of management skills (Alvermann, et al, 1990;Barton & Levstik, 2004;Day and Bryce, 2011) or pedagogical skills (Beck, 2013). Additionally, issues that are potentially controversial, such as terrorism, can create an emotionally charged atmosphere that not all preservice teachers are prepared to diffuse (Pace, 2019).…”

Section: Risk In Digital Practice Spacesmentioning

confidence: 99%

Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities

Littenberg-Tobias

Kaka

Kessner

et al. 2021

Journal of Digital Learning in Teacher Education

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This paper explores how the use of digital practice spaces (DPSs) can inform teacher preparation through a reimagining of clinical practice in teacher preparation by addressing the question: what roles might DPSs play in the ecology of apprenticeship opportunities for future educators? We leveraged AACTE's Essential Proclamations and Tenets for Highly Effective Clinical EducatorPreparation as an analytical framework to examine our own experiences using DPSs in our teacher education coursework. We discuss the alignment between these proclamations and the theoretical, conceptual, and practical underpinnings of DPSs. Finally, we consider the remaining proclamations that represent the horizons of DPSs within teacher preparation, a task we undertook as a set of informed provocations, envisioning how DPSs could be designed to support the proclamations not currently supported.

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“…Assumptions that everyone in the room was straight were prevalent, even in the most liberal settings. Assumptions of heterosexual and masculine superiority predominated and posed risks to all participants (Beck, 2013).…”

Section: Findings and Implicationsmentioning

confidence: 99%

“…In my initial study (Beck, 2013), the sources we provided served a dual functioninforming students' arguments and reinforcing the link between identities and beliefs. The sources were drawn from the societal debate that was raging at the time in the United States and the various perspectives were aligned closely with tribes-people bound together by a shared identity.…”

Section: Findings and Implicationsmentioning

confidence: 99%

Identity, Discourse, and Safety in Controversial Issue Discussions

Beck

2020

ASSERT

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Identity, Discourse, and Safety in a High School Discussion of Same-Sex Marriage

Cited by 48 publications

References 34 publications

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

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

Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities

Identity, Discourse, and Safety in Controversial Issue Discussions

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