Teachers Embodying Acceptance for Marginalised Students in the English Language Arts Classroom

Bibliographic Data

ID20501889
AuthorsPaul Riser (0000-0003-2125-1290, San Antonio College, corresponding author)
Year2025
Volume32
Issue2
Pages143-155
Publication date2025-04-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueChanging English (JOURNAL)
Journal identifiersISSN: 1358-684X • E-ISSN: 1469-3585
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1358684x.2024.2378857
OpenAlexW4401428227
LanguageEN
Citations received2
References cited19

The role of educators in mitigating the negative experiences faced by marginalised students has garnered increasing attention. This study highlights the key attributes of teachers who create a supportive environment for these learners, particularly in English Language Arts classrooms. Through an integration of Positioning Theory, Critical Discourse Analysis, and the Critical Incident Technique, the research underscores how educators can exemplify acceptance and inclusivity through purposeful discourse practices. Preliminary findings from four different upper-secondary English classrooms in the South-central United States suggest that these supportive behaviours and spoken interactions have significant implications for the well-being and academic success of marginalised students

Art · English language · Language arts · Mathematics education · Pedagogy · Sociology · The arts · Visual arts · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies

Tools

Open DOI