Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner

Language usage in US K–12 classrooms and beyond continues to be an issue of equity (Navarro Martell, 2021; Palmer et al., 2019). Teachers expect racialized students who appear to be Latinx to know and perform as if their native language is Spanish, mientras a otros se les celebra sus intentos de usar el español; otro idioma colonizador. Some educators know language can be used as a tool to teach content y que muchos adultos translenguamos mientras navegamos espacios profesionales y personales, not because of our lack of mastery of English or Spanish, pero porque tenemos la habilidad y el poder de navegar y vivir en varios idiomas. Entonces, why are many educators determined to force students to use only one language at a time cuando el translanguage es tan común (Martínez et al., 2015)? This essay provides reflections and lessons learned of one immigrant, formerly labeled “English learner,” who was once a fourth and eighth grade math and science dual language teacher. Inspired by critical autoethnography, this manuscript is written by a current math and science bilingual methods teacher educator and supporter of translanguaging in the P–20+ classroom.

Helping Homeless Youth: Epistemological Implications of Power in a YPAR Project

Text from Nasma: 'I’ve started moving my things out of the house. I’m putting it in your office for now.' Thus began the story of how one of the youth I had worked with for four years on various YPAR projects became homeless and turned to me for help. Entering this crisis with Nasma took time and an emotional toll, and it affected the power dynamics of our relationship when finishing our YPAR project. Youth Participatory Action Research (YPAR) works to rebalance power in inequitable relationships based on roles, age, race, gender, etc. Providing care to Nasma as she confronted the traumatic situation of homelessness affected our collaborative relationship as she became dependent on me for basic economic resources. Through this process, the inequities in age and material resources between Nasma and me were centred, displacing the more equitable interactions that we had constructed through YPAR projects. This article employs critical autoethnography to examine the epistemological ‘risks of care’ and argues that the calls for ‘care-full’ scholarship still need to contend with the pitfalls of differential power dynamics in YPAR.

The Emotional Geographies of Being Stranded Due to COVID-19: A Poetic Autoethnography of an International Doctoral Student

This poetic critical autoethnography paper studies my own experiences of disrupted mobility as a Vietnamese doctoral student in New Zealand who was stuck in Vietnam. Through the lens of space and place, I investigate the issues of sense of belonging and sense of place that were reconfigured in different spaces. The article highlights my agency to reinforce and reconnect with my sense of belonging. As the article focuses on immobility, it challenges the mobility bias in international education scholarship, arguing that new forms of mobility can be produced out of immobility and that identity reconstruction can be enabled through respatialization.

Unbroken

In this critical autoethnography, I examine my lived experiences as a Black woman doctoral student during the rise of the Black Lives Matter movement. Further, as I recount my academic journey in the wake of assaults to Black life and resulting Black resistance, I discuss the pedagogical interventions of Black women faculty members that made me feel as if my life and work mattered in their classrooms. I revisit spoken word poems and class assignments written between 2015 and 2017 along with news articles documenting national events occurring at the time as relevant texts to help me explore and understand my experiences. I utilize Critical Race Theory as an analytic lens, focusing on the following tenets: persistence of racism, critique of color-evasiveness, and counterstorytelling. I conclude with implications regarding how introducing graduate students to critical theory and methodologies can equip them with the tools to empirically explore and articulate their lived realities. Moreover, I discuss how such explorations can be validating and healing as students navigate particularly challenging academic and sociohistorical contexts. Additionally, I describe how providing students with creative outlets to express themselves in coursework can help them process their experiences and produce material that is humanizing, liberating, and life-giving.

Autonomy and Community in Learning Languages Online: A Critical Autoethnography of Teaching and Learning in COVID-19 Confinement During 2020

During COVID-19 confinement in 2020, there has been a massive increase in learning languages online via a variety of apps, short courses, and as part of higher education on-campus degrees converted to online learning. This study argues that attention to the balance of autonomy and community is vital to successful language learning online. An initial exploration of recent scholarship on autonomy and community in learning languages online validates this approach to evaluating the situation. The specific phenomenon of online language teaching and learning during 2020 at the University of Melbourne is then presented as an autoethnographic case study and analyzed in the context of this research. In 2020, the author participated in online language learning experiences from several different perspectives. As Head of Languages, she led development of a new undergraduate certificate in languages in response to an Australian Federal Government initiative to offer significant subsidies for online language certificates in 2020. As a keen language learner, she enrolled in one of these certificates to study Italian. As a French lecturer, she converted Matters of Taste—French Eating Cultures, a highly interactive and sensory oriented on-campus subject for advanced French students, to online delivery. The autoethnographic work undertaken in this article aims to examine critically the author’s experiences of teaching and learning in 2020, assessing the advantages and disadvantages of learning languages online from positions of both teacher and learner. These experiences are triangulated with the academic and administrative leadership and coordination required to produce a schema that relates intentions to outcomes in this particularly challenging context. This study is intended to offer insights that may help language educators reflect on their various roles during COVID-19 confinement. In conclusion, this study demonstrates that negotiating the balance between autonomy and community is (still) the key to learning languages online during COVID-19 confinement in 2020.

Composting Layers of Christchurch History

This is a poetic compost story. It is a situated tale of how I gradually began to shred my fantasy of being a self-contained responsible individual so I could become a more fruitful response-able Pākehā (for the purposes of this paper, a descendant of colonial settlers or colonial settler) from Christchurch (the largest city in the South Island of New Zealand), Aotearoa (The Māori (the Indigenous people of New Zealand) name for New Zealand) New Zealand. Poetic compost storying is a way for me to turn over Donna Haraway’s composting ethico-onto-epistemology with critical family history and critical autoethnography methodologies. To this end, I, in this piece, trace how I foolishly believed that I could separate myself from my colonial family and history only to find that I was reinscribing Western fantasies of transcendence. I learnt by composting, rather than trying to escape my past, that I could become a more response-able Pākehā and family member.