Addressing Antiblack Racism in English Language Teaching: Experiences From Duoethnography Research

• In Event: Engaging Critical Methodological Approaches

Abstract

This paper describes our experiences as researchers and educators from a duoethnographic self-study to understanding the possibilities of addressing social justice issues in an adult English as a second language (ESL) classroom. Using the concept of anti-racism and solidarity, we explored how teachers can deliver lessons that resonate with the students’ academic needs. The data gathered from online conversations revealed that addressing anti-Black racism in the ESL classroom comes with tensions about sparking trauma among students, a lack of time to prepare and deliver the content, and how to create safe spaces for students. This paper proposes that despite the difficulties, vigorous work must be done to actively challenge the privileges and oppression that are present in today’s practice.

Authors

• Wales Wong, University of Toronto
  Presenting Author

• Yecid Ortega, Queen's University - Belfast
  Presenting Author