Teachers Embodying Acceptance for Marginalised Students in the English Language Arts Classroom

ABSTRACT

The role of educators in mitigating the negative experiences faced by marginalised students has garnered increasing attention. This study highlights the key attributes of teachers who create a supportive environment for these learners, particularly in English Language Arts classrooms. Through an integration of Positioning Theory, Critical Discourse Analysis, and the Critical Incident Technique, the research underscores how educators can exemplify acceptance and inclusivity through purposeful discourse practices. Preliminary findings from four different upper-secondary English classrooms in the South-central United States suggest that these supportive behaviours and spoken interactions have significant implications for the well-being and academic success of marginalised students.

KEYWORDS:

• Teacher acceptance
• marginalised students
• English language arts
• positioning theory
• critical discourse analysis
• identity work

Acknowledgments

I wish to extend my deepest gratitude to Velda Elliott, Nicole Mockler, and Maria Avalos for their unwavering support, insightful readings, and sage mentorship. I also extend my sincere appreciation to the Editor of the journal, John Yandell, and the peer reviewers, whose thoughtful feedback was instrumental in shaping this work.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. LGBTQIAP+ stands for Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, Pansexual, and the rest.

2. Literally translated as a ‘big butterfly’ and which is sometimes used to denote someone who is flamboyantly effeminate and/or gay.

Additional information

Notes on contributors

Paul Riser

Paul Riser holds a Doctor of Philosophy degree from the University of Oxford where he studied in the Department of Education. He is a secondary English language arts teacher in the North East Independent School District in San Antonio, Texas, USA. Paul is concurrently an adjunct faculty member at San Antonio College and was recently a lecturer at the University of Sydney in Australia.