Pedagogies of Harmony

Duoethnographic Practices of e-Love in Transformative English Language Education

Bibliographic Data

ID24231189
AuthorsQuanisha Charles (0000-0001-5875-2924, North Central College), Manar Abdullah (North Central College)
Year2026
Volume26
Issue1
Publication date2026-01-01
Open AccessYes
TypeARTICLE
VenueRevista Brasileira de Lingüística Aplicada (JOURNAL)
Journal identifiersISSN: 1676-0786 • E-ISSN: 1984-6398
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1984-6398202659860
OpenAlexW7214327738
SciELOS1984-63982026000100604
LanguagePT
References cited14

This duoethnographic study explores how elevated-LOVE (e-LOVE) - Liberation, Openness, Vulnerability, and Equity - functions as pedagogies of harmony in multilingual education. Drawing from the L.O.V.E. framework of Charles (2024b), we actualize notions of love (Barcelos, 2022; Lanas e Zembylas, 2015; Pacheco e Hamilton, 2020) through duoethnography. Duoethnography, according to Norris & Sawyer (2012), is a dialogic research method that examines lived experiences through collaborative narratives and is employed to capture the relational dynamics between a teacher and student. Scholarship on relational equity (DiGiacomo & Gutiérrez, 2016; Ruef & Shepard, 2022) and inclusive pedagogies (Leung, 2021; Zembylas, 2015) reinforces the transformative potential of harmony-centered approaches in fostering healing and multilingual leadership (Charles et al., 2025). At its core, this inquiry underpins pedagogies of harmony (Yiu 2024; Ho, 2017) that embrace interconnectedness, cultural reciprocity, and the co-construction of learning environments where individual agency is balanced with collective well-being. Practiced as e-LOVE, this pedagogy employs relational harmony, shared agency, collective well-being, and reciprocal vulnerability to amplify and nurture a learning environment rooted in equity and care. Findings indicate that e-LOVE fosters healing-centered learning by disrupting asymmetric power relations through shared authorship, affirming multilingual experiences via care, and creating spaces wherein dialogue drives transformation. By situating duoethnography within pedagogies of harmony and the e-L.O.V.E. framework, this article demonstrates the power to illuminate and enact transparent, relational, love-centered frameworks for equitable learning spaces and transformative English language education.

community welfare · duoethnography · inclusive pedagogy · Multilingual Education · power in education · relational equity · shared agency · teacher-student relationship · Vulnerability · Critical and Liberation Pedagogy · Educational Philosophies and Pedagogies · EFL/ESL Teaching and Learning

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