Humanizing power of counter-stories: Teachers' understandings of emergent bilinguals in rural settings

被引：0
|
作者：
Golombek, Paula [1 ]
Olszewska, Aleksandra Ita [2 ]
Coady, Maria [1 ]
机构：
[1] Univ Florida, POB 115454, Gainesville, FL 32611 USA
[2] Univ Oslo, Ctr Multilingualism Soc Lifespan, Oslo, Norway
来源：
TEACHING AND TEACHER EDUCATION | 2022年 / 113卷
关键词：
Professional development; Transformative learning; Counter-narratives; Rural schools; Emergent bilinguals; Undocumented students;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article explores how counter-narratives of undocumented students' journeys to and life in the United States can disrupt White, monolingual teachers' understandings of emergent bilinguals (EBs) in their rural classrooms. Online postings and plans of action of two teachers were analyzed through Vygotsky's theorizing on imagination, emotion, and catharsis, and Nussbaum's narrative imagination. Reading the counter-narratives triggered an emotional response, enabling teachers to develop an informed empathy and to re-story interactions with previous EBs and understandings of familiar rural spaces. With expanded understandings of undocumented students' lived experiences, teachers could more responsively address the needs of EBs and their families.(c) 2022 Elsevier Ltd. All rights reserved.
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页数：11
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