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f (Re)Active Praxis: What’s in a Name? Language, Identity, and Power in English Education
- Source: English Education, Volume 53, Issue 3, Apr 2021, p. 224 - 231
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- 01 Apr 2021
Abstract
This article discusses activities and actions for English language arts (ELA) educators to engage in antiracist praxis and humanizing pedagogy through unpacking the common activity of classroom name introductions. The author highlights how learning students’ names can involve honoring nondominant histories of racially minoritized communities. Implications of this (re)active praxis include the potential to sustain marginalized students in ELA classrooms by promoting broader racial and linguistic justice.
© 2021 by the National Council of Teachers of English