Oh, God: Evangelical Teachers, Textual Interpretation, and ELA Classrooms

Autor/in	Hadley, Heidi Lyn
Titel	Oh, God: Evangelical Teachers, Textual Interpretation, and ELA Classrooms
Quelle	In: English Teaching: Practice and Critique, 21 (2022) 3, S.267-283 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-08-2021-0097
Schlagwörter	Language Arts; Religious Factors; Religion; Self Concept; High School Teachers; Literature; Literary Criticism; Christianity; Public Schools; English Instruction; English Teachers + Suchen Sie Ihr Suchwort? Sprachkultur; Selbstkonzept; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Literatur; Literaturkritik; Christentum; Public school; Öffentliche Schule; English langauage lessons; Englischunterricht; English language lessons
Abstract	Purpose: This paper aims to examine how evangelical teachers' religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms. Further, this paper examines how evangelical teachers make choices about how to balance the demands of their religious and teacher identities as they interact with texts in their own classrooms. Design/methodology/approach: Using Derridean deconstruction of the concept of ethical decision-making, the author uses critical discourse analysis to examine a conversation between two evangelical teachers as they talk about the tensions they feel as they teach "The Crucible" with their high school-aged students. Findings: The findings show evangelical teachers' religious and teaching identities were in tension across three themes: literary analytic frameworks, authorial intent and eternal truths and evangelism and fellowship. Originality/value: By highlighting how evangelical teachers' religious and teaching identities influence their classroom decisions, teaching practices and textual interpretations, this study offers another pathway through which teacher educators and researchers might examine the connection between teachers' religious and teaching identities with the intent to invite more complexity into literary analysis. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01