critical-pedagogy
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- PaperTESOL Journal8 Jul 2026
Refusing the Feeling Rules: Arts‐Based Autoethnography as Emotional Resistance in Language Teacher Education
Jialei Jiang, Wenxi Schwab
Using arts-based autoethnography, the study examines the emotional labor of a raciolinguicized TESOL educator facing systemic inequities. Digital artworks and narratives reveal how shame, anger, and disheartenment can be mobilized as critical affective literacy to resist institutional feeling rules. The findings advocate for arts-based inquiry in teacher education as a means to challenge normative professional discourses and foster justice-oriented pedagogies.
Original abstract
This study employs arts‐based autoethnography to examine the emotional labor of Wenxi, a raciolinguicized TESOL educator who navigates systemic inequities in a predominantly white post‐secondary education program in the United States. Drawing on digital artworks and narrative reflections created through an arts‐based workshop, the study explores how emotions such as shame, anger, and disheartenment can be mobilized as forms of critical affective literacy. Wenxi's narratives reveal how experiences of native‐speakerism, racial marginalization, power inequality, and institutional feeling rules have shaped her professional identity and emotional struggles. Yet, through art making, these emotions are reframed as resources for critical resistance and reflection. The findings suggest that arts‐based inquiry offers a robust pedagogical approach in teacher education by creating collective spaces where TESOL educators navigate and challenge systemic injustice. By fusing critical affective literacy with arts‐based practices, this study demonstrates the potential of emotional resistance to disrupt normative professional discourses and to foster more equitable, justice‐oriented TESOL pedagogies.
- PaperTESOL Journal7 Jul 2026
Developing Critical Consciousness: Pre‐Service Teachers' Understanding of Racialization and Commitment to Critical Race Praxis
Christian Fallas‐Escobar, Huseyin Uysal
Seven pre-service teachers (PSTs) participated in drawings, reflections, discussions, and interviews to examine how awareness of English learners' racialization shaped their teaching. Findings indicate that recognizing racialization led PSTs to see themselves as agents of critical praxis committed to inclusive classrooms. The study underscores the role of praxis in helping teachers challenge oppressive structures.
Original abstract
This study explores how pre‐service teachers conceptualize their teaching practices in response to their growing awareness of the racialization of English learners in US schools. The study involved seven pre‐service teachers (PSTs) and included drawings, reflection essays, discussion posts from 11 meetings in informal settings, and two focus group interviews. Findings show that by recognizing English learners' racialization, pre‐service teachers started to envision themselves as agents of critical praxis, committed to fostering inclusive learning environments. This study highlights the potential of praxis to helping pre‐service teachers commit to challenging oppressive structures in education.
- PaperDOAJ — ELT & TESOL1 Jul 2026
Reimagining Bilingual Education
Jimena Alviar-rueda, Daniel Rojas-Rodriguez, Leonardo Narváez
This study examined how critical pedagogy influenced pre-service English teachers' understanding of bilingualism and their teaching practices. Through a qualitative case study in Colombia, the authors identified a three-stage transformation in which teachers reconceptualized bilingualism, reimagined ELT practices, and implemented critical pedagogy methods. The findings suggest that dialogic learning and problem-solving tasks can help challenge hegemonic ELT models and promote inclusive, equity-driven language education.
Original abstract
This study explores the influence of Critical Pedagogy (CP) on pre-service English teachers' conceptualizations of bilingualism and pedagogical practices within a Bilingual Education course in Bogotá, Colombia. Traditionally, English Language Teaching (ELT) has been framed through instrumentalist and monoglossic approaches that emphasize language proficiency over critical thinking. Using a qualitative case study approach, data was collected through focus groups, field notes, digital portfolios, and a podcast series. Findings reveal a three-stage transformation: (1) a reconceptualization of bilingualism, (2) a reimagination of ELT practices, and (3) an actual implementation of CP-based methodologies in ELT classes. By fostering dialogic learning and problem-solving tasks, the course enabled pre-service teachers to challenge hegemonic ELT models and advocate for inclusive, equity-driven and culturally-based language education