Theorizing the SISE Approach

Social Justice as the Hidden Curriculum: Making “Small” Pedagogical Changes to Promote Equity

“…One method through which I have attempted to institute such changes in my teaching is the development of a pedagogical approach that I have designed and vigorously researched in the context of my own teaching called the Structural Inquiry of Stigmatized Englishes (SISE) approach (Hercula, 2020). The approach was primarily designed and evaluated within the context of the college-level introductory linguistics course but can be modified for use in other disciplines and courses and at other levels of education.…”

“…The research I have conducted on the SISE approach has shown that the vast majority of students respond well to the curriculum, developing more positive, pluralistic language attitudes by the end of the semester (Hercula, 2020). There is some evidence to suggest that the approach is better received, on the whole, by women and by students of color, as some White men show resistance to the approach-or perhaps more accurately, show resistance to admitting to a shift in their attitudes throughout the course (Hercula, 2020: 163-190).…”

“…As a way to avoid this potential outcome, I design my courses to include opportunities for students to enact what they are learning, for example, by engaging in a conversation partners program with students whose linguistic backgrounds do not match their own. I also prompt students to share what they have learned with others and to reflect on the outcomes of such conversations (Hercula, 2020). Furthermore, I have dedicated myself to the project of studying my own teaching by engaging in research in the scholarship of teaching and learning, evaluating the outcomes of my curricular interventions systematically.…”