White working‐class teacher candidate identity negotiations: TESOL resistance in a postindustrial space

Pettitt, Nicole

doi:10.1002/tesj.555

Cited by 1 publication

(1 citation statement)

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“…In doing so, we did not interrogate how their identities as White teachers working with racially and linguistically diverse students impacted how they envisioned and enacted advocacy. Future studies could explore the role of whiteness in crafting advocacy, including how English language teachers come to understand their identities as educators and advocates at the intersection of race and language, and how White teachers acknowledge or ignore their whiteness when working with and for diverse students (Ennser‐Kananen, 2020; Pettitt, 2020).…”

Section: Limitations Implications and Conclusionmentioning

confidence: 99%

“I have meaningful work:” Crafting teaching and advocacy at an ESL after‐school program

Ridley

King

2023

TESOL Journal

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While the importance of advocacy in TESOL has received greater attention in recent scholarship, less research has explored how English language teachers make meaning for their work as educators and advocates by acting within and beyond their official roles and responsibilities. This article explores how teachers in an after‐school program supported refugee and immigrant students and their families. The researchers ask the following question: How do teachers craft their roles as educators and advocates for refugee and immigrant youth in an English as a second language (ESL) after‐school program? They analyzed data through a job crafting lens (Haneda & Sherman, 2018; Wrzesniewski & Dutton, 2001) to make visible how teachers at the after‐school program defined themselves as educators and advocates, and how the program hindered or empowered their efforts to act on these definitions. Findings share how four different teachers crafted opportunities, connections, leadership, and resources as they imagined and enacted their work with and for refugee and immigrant students and their families. Based on study findings, we suggest implications for TESOL educators in classrooms and community spaces, and recommend future directions for job crafting research on teaching and teacher advocacy.

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Section: Limitations Implications and Conclusionmentioning

confidence: 99%

“I have meaningful work:” Crafting teaching and advocacy at an ESL after‐school program

Ridley

King

2023

TESOL Journal

View full text Add to dashboard Cite

show abstract

White working‐class teacher candidate identity negotiations: TESOL resistance in a postindustrial space

Abstract: In recent years, language teacher identity (LTI) scholars have given increased attention to interdisciplinarity and intersecting facets of identity, including in recent special issues of

Cited by 1 publication

References 21 publications

“I have meaningful work:” Crafting teaching and advocacy at an ESL after‐school program

“I have meaningful work:” Crafting teaching and advocacy at an ESL after‐school program

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