Empowering teachers and reclaiming agency through culturally sustaining arts-based pedagogy in English language teaching
Bibliographic Data
| ID | 12083698 |
|---|---|
| Authors | Inoussa Malgoubri (0000-0003-4269-6483, University of Nebraska–Lincoln, corresponding author) |
| Year | 2025 |
| Volume | 171 |
| Pages | 105328-105328 |
| Publication date | 2025-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2025.105328 |
| OpenAlex | W4416844160 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
Agency (philosophy · Critical pedagogy · Curriculum · Foregrounding · Indigenous · Indigenous Education · Scholarship · Teacher education · Traditional knowledge · Transformative learning · African cultural and philosophical studies · Indigenous Health, Education, and Rights · Multilingual Education and Policy
Researcher Positionality - A Consideration of Its Influence and Place in Qualitative Research - A New Researcher Guide
Identifying the characteristics of effective teacher professional development
Transformative Potential of Culturally Responsive Teaching
Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP)
There's a Better Word”
Multilingual Literacies
Supporting Multilingual Learners
Dancing across difference
Teacher agency for inclusive education
Novice general education teachers’ perceptions of preparedness in U.S. public schools
A collaborative reflection on the synergy of Artificial Intelligence (AI) and language teacher identity reconstruction
Multilingualism is a resource, not a difficulty”
Engaging Students Using an Arts-Based Pedagogy
Culturally Sustaining Pedagogy
Geopolitics of sensing and knowing
Preparing Culturally Responsive Teachers
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |