'Dios Nos Hizo Diferentes': Children's Spiritual Activism in an EFL Classroom
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| Title: | 'Dios Nos Hizo Diferentes': Children's Spiritual Activism in an EFL Classroom |
|---|---|
| Language: | English |
| Authors: | Angie Marroquin (ORCID |
| Source: | HOW. 2024 31(2):13-35. |
| Availability: | ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Foreign Countries, Activism, Second Language Learning, Second Language Instruction, English (Second Language), Private Schools, Pandemics, COVID-19, Race, Gender Differences, Equal Education, Language Teachers, Feminism, Grade 4, Elementary School Students, Spiritual Development, Coping, Religious Factors, Teaching Methods, Catholic Schools |
| Geographic Terms: | Colombia |
| ISSN: | 0120-5927 |
| Abstract: | Though language education and research have pushed back against traditional, hegemonic ways of teaching, they continue to exclude conversations on spirituality. Moreover, a deficit lens in language education perpetuates a focus on what needs to be improved rather than on our students' assets. In this pedagogical intervention, we begin by weaving the work of feminists of color to discuss what asset-based, desired-based research and feminist pedagogy can contribute to understanding children's spiritual activism. We worked with 31 fourth graders in a private school in Duitama, Colombia. As the study took place during the pandemic and mass mobilizations, the children shared their spirituality to cope with reality. Furthermore, the children's spirituality demonstrated their belief in a higher power, positive emotions to comfort others, hope for a better future, and an understanding of equity based on race and gender. We invite language educators and researchers to create spaces for children to share their spiritual activism through the integration of feminist pedagogy focused on asset and desire-based approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440941 |
| Database: | ERIC |
| Abstract: | Though language education and research have pushed back against traditional, hegemonic ways of teaching, they continue to exclude conversations on spirituality. Moreover, a deficit lens in language education perpetuates a focus on what needs to be improved rather than on our students' assets. In this pedagogical intervention, we begin by weaving the work of feminists of color to discuss what asset-based, desired-based research and feminist pedagogy can contribute to understanding children's spiritual activism. We worked with 31 fourth graders in a private school in Duitama, Colombia. As the study took place during the pandemic and mass mobilizations, the children shared their spirituality to cope with reality. Furthermore, the children's spirituality demonstrated their belief in a higher power, positive emotions to comfort others, hope for a better future, and an understanding of equity based on race and gender. We invite language educators and researchers to create spaces for children to share their spiritual activism through the integration of feminist pedagogy focused on asset and desire-based approaches. |
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| ISSN: | 0120-5927 |
