Arts-based inquiry reveals emotional labor strategies among TESOL educators, suggesting new ways to address systemic injustices.
Key Points
This research aims to explore the emotional experiences of a TESOL educator facing systemic inequities and how these can be reframed as resources for resistance and reflection.
Employs arts-based autoethnography involving digital artworks and narrative reflections created in a workshop.
Focuses on the emotional labor of a raciolinguicized TESOL educator in a predominantly white program.
Analyzes how emotions are mobilized in the context of power dynamics and institutional feelings.
Wenxi's narratives articulate her struggles with systemic inequities, revealing emotions like shame and anger as critical resources.
Arts-based inquiry provides a platform for creating collective spaces where educators can confront and challenge injustices.
Demonstrates the potential of integrating emotions into pedagogical practices to foster equity in TESOL education.