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Article
Publication date: 26 April 2022

Heidi Lyn Hadley

This paper aims to examine how evangelical teachers’ religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms…

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Abstract

Purpose

This paper aims to examine how evangelical teachers’ religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms. Further, this paper examines how evangelical teachers make choices about how to balance the demands of their religious and teacher identities as they interact with texts in their own classrooms.

Design/methodology/approach

Using Derridean deconstruction of the concept of ethical decision-making, the author uses critical discourse analysis to examine a conversation between two evangelical teachers as they talk about the tensions they feel as they teach The Crucible with their high school–aged students.

Findings

The findings show evangelical teachers’ religious and teaching identities were in tension across three themes: literary analytic frameworks, authorial intent and eternal truths and evangelism and fellowship.

Originality/value

By highlighting how evangelical teachers’ religious and teaching identities influence their classroom decisions, teaching practices and textual interpretations, this study offers another pathway through which teacher educators and researchers might examine the connection between teachers’ religious and teaching identities with the intent to invite more complexity into literary analysis.

Details

English Teaching: Practice & Critique, vol. 21 no. 3
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 23 November 2019

Heidi Lyn Hadley, Kevin J. Burke and William Terrell Wright

The purpose of this paper is to explore how critical literacy practices within a community youth program opened spaces for restoration for youth. In turn, youth created civic…

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Abstract

Purpose

The purpose of this paper is to explore how critical literacy practices within a community youth program opened spaces for restoration for youth. In turn, youth created civic conversations about race, juvenile justice and school discipline inequities to enact change within their community.

Design/methodology/approach

This qualitative study used ethnographic methods such as interviews and observation to collect data from youth, community members and adults who run the youth center. Data were analyzed using constant comparative analysis.

Findings

Youth created spaces of restoration by reclaiming historicized narratives about themselves, their families and their community. Youth engaged critical literacy practices to explore their own identity, critique inequality in their community and work as community organizers to lead adults in conversations for change.

Originality/value

This paper explores how critical literacy practices have restorative value when youth use them in authentic ways to research community problems and work for change.

Details

English Teaching: Practice & Critique, vol. 19 no. 1
Type: Research Article
ISSN: 1175-8708

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