Becoming socially just educators : a trioethnographic study of exploring professional identity through dialogue, ethics of care and creativity

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Mighty, Lorraine and John, Tomasz and Winiarska-Pringle, Iwona; Breen, Paul and le Roux, Michèle, eds. (2024) Becoming socially just educators : a trioethnographic study of exploring professional identity through dialogue, ethics of care and creativity. In: Social Justice in EAP and ELT Contexts. Bloomsbury, London, pp. 99-116. ISBN 9781350351226

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Abstract

The initial idea for this research project emerged from critical incidents and subsequent discussions we experienced in our voluntary, public roles within the BALEAP English for Academic Purposes Social Justice Special Interest Group (EAP4SJ SIG). Examples of the critical incidents included receiving public and private challenges to what is meant by the term ‘social justice’, whether the concept is relevant to English for Academic Purposes and whether in some of the work we undertook we were centring the needs of one marginalized group over and above another. Some of these challenges were thoughtfully constructed and shared via email reflections on events we had hosted. Others manifested in anonymous mocking Padlet responses following an invitation for community members to respond to blog posts from colleagues sharing underrepresented perspectives within the field of English Language Teaching. All the challenges prompted reflection and discussion across our EAP4SJ SIG committee, and some acted as catalysts for further work.

ORCID iDs

Mighty, Lorraine, John, Tomasz ORCID logoORCID: https://orcid.org/0000-0002-3696-080X and Winiarska-Pringle, Iwona; Breen, Paul and le Roux, Michèle
CORE (COnnecting REpositories)