Radical Pedagogy

Radical Pedagogy (2015)

Volume 12 Issue 2

ISSN: 1524-6345



“Carrying that Weight”: ESL Teacher Negotiations Toward Advocacy and Equity



Michael Suarez

School of Education

University of Colorado Boulder, USA

E-mail: Michael.Suarez@colorado.edu



Michael Dominguez

School of Education

University of Colorado Boulder, USA

E-mail: Michael.Dominguez@colorado.edu



Abstract

     English language learners, a group predisposed to both academic and social marginalization, present a considerable challenge for educators who wish to foster academic growth by supporting their personal needs, all while negotiating the considerable, often restrictive, policy directives at play urban schools. Through a conceptual approach that fuses the approaches of critical pedagogy and care theory, we examine how care and witnessing become integral parts of teacher’s critical-care practices. The reconciliation of the sometimes-dichotomous positions of critical and care theories into a dual perspective has implications for teachers’ efficacy, in addition to all historically marginalized students’ agency in schools.

      Keywords: English language learners, care theory, critical pedagogy