Purpose

Early career teachers (ECTs) of Color are key in making change, resisting racism and pushing back against white supremacy in K-12 education, specifically in English Language Arts (ELA) classrooms. Through a narrative telling inquiry (Clandinin and Connelly, 2000) of Nora, an Asian American ELA ECT in the Midwest, and by drawing on Fisher’s (2011) Critical Integral Pedagogy of Fearlessness, this study aims to recognize the narrative power within teaching praxis as Nora stories herself toward becoming a critical pedagogue.

Design/methodology/approach

Using narrative inquiry methodology and methods (Clandinin and Connelly, 2000), the authors simultaneously considered the commonplace tenets of narrative inquiry – temporality, sociality and place – of the intertwined relationships of the participants and observers. The field texts included in the corpus of data include myriad tellings of Nora’s experiences in her initial years of teaching ELA. Data were analyzed in stages of parsing out narrative blocks and structures.

Findings

The findings indicate that Nora, as an ECT, went through recursive cycles of fear as conceptualized by Fisher (2011) – bravery, courageousness and being fear-less – of working toward radical love (Hooks, 2000) within her ELA instruction. The authors argue that Nora confronted her personal and professional fears as she strove to become a critical pedagogue in her ELA classroom.

Originality/value

Current scholarship portrays ECTs as lacking agency in their development and/or effectiveness in the classroom and little is said about Asian American ELA ECTs and critical instruction. The authors present Nora’s counter-narrative to make visible what is right with ELA ECTs, specifically teachers of Color, as they transform their fear into courage to fight for educational equity.

中文翻译：

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体验教学中的爱的循环：一位早期职业亚裔美国 ELA 教师的实践

目的

有色人种的早期职业教师 (ECT) 在 K-12 教育中，特别是在英语语言艺术 (ELA) 课堂中，在推动变革、抵制种族主义和反对白人至上方面发挥着关键作用。通过对中西部的亚裔美国人 ELA ECT 诺拉 (Nora) 进行叙事性调查（Clandinin 和 Connelly，2000 年），并借鉴费舍尔 (Fisher) (2011) 的《无畏批判整体教育学》，本研究旨在认识到教学实践中的叙事力量：诺拉讲述自己要成为一名批判性教育家的故事。

设计/方法论/途径

使用叙事探究的方法论和方法（Clandinin 和 Connelly，2000），作者同时考虑了叙事探究的普遍原则——时间性、社会性和地点——以及参与者和观察者相互交织的关系。数据语料库中包含的田野文本包括诺拉最初几年教授 ELA 时的无数经历。在解析叙事块和结构的阶段对数据进行分析。

发现

研究结果表明，诺拉作为一名 ECT，在她的 ELA 指导中经历了费舍尔 (Fisher) (2011) 所概念的恐惧的递归循环——勇敢、无畏和无所畏惧——努力争取激进的爱 (Hooks, 2000)。作者认为，诺拉在努力成为 ELA 课堂上的批判性教师时，直面了她个人和职业上的恐惧。

原创性/价值

目前的学术研究将 ECT 描述为在课堂上的发展和/或有效性方面缺乏能动性，并且很少提及亚裔美国人 ELA ECT 和批判性教学。作者提出了 Nora 的反叙事，旨在让 ELA ECT（尤其是有色人种教师）将恐惧转化为争取教育公平的勇气时的正确做法。