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- W2612563721 abstract "Adopting the poststructuralist and feminist perspectives, this paper attempts to examine some much-debated pertinent issues about teaching from a critical lens. Challenging the generally positivist and rationalist approach toward critical teaching, poststructuralist and feminist writers urge for careful attention to the pluralities of identities, the partial and interested nature of knowledge, and in particular the relevance of emotionality and relationality in critical praxis. Elaborating on two class interactions with new immigrant elementary students on critical analyses and reproduction of advertisements, this paper’s aim is to show how the teacher and the researcher’s concern for “correct” readings may overshadow the students and their own shifting desires and identities, contributing to a foreclosure of more fruitful embodied learning opportunities and a re-inscription of the authority/ignorance binaries. The study points to the need for teachers to let go of their fear of students’ authentic responses and to shift their focus from imposing certainties to creating possibilities ADDIN EN.CITE Morgan 2009 1520 (B. Morgan, 2009) 1520 1520 17 Morgan, B. Fostering transformative practitioners for critical EAP: Possibilities and challenges. Journal Of English For Academic Purposes Journal Of English For Academic Purposes 86-99 8 2 2009 (B. Morgan, 2009) for emergent understanding and becoming . Problematizing critical practice in general, the paper reiterates the importance that teachers and researchers develop a reflexive ethic (Andreotti, 2011) not only in students but also in their own theorizing, practicing and reporting of critical teaching in the classroom." @default.
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- W2612563721 date "2015-11-08" @default.
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- W2612563721 title "Relationality and emotionality: Toward a reflexive ethic in critical teaching" @default.
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