Chapter 12: ‘Woke’ Up!: An Ongoing Journey of Teaching for Social Justice by Michael Ellis
Abstract
In this chapter, the author provides a narrative account of his slow but transformative progression from a teacher who avoided confronting issues related to social justice in his classroom to one who does not shy away from tackling them. In particular, he focuses on two units which he taught to EFL learners in a private high school in western Tokyo, one about gender identity and sexual orientation, and one about racial equity. The goal of both units was to expose students within their greater EFL curriculum to issues which affect vulnerable minority populations, and to challenge them to become more inclusive and accepting individuals. In this chapter, he explains the rationale and methods of the units and summarizes student learning outcomes. By contextualizing these units in his teacher development path and sharing the lessons he has learned, he hopes to offer encouragement to other teachers interested in engaging in similar content.
About the Contributor
Michael Ellis coordinates the EFL program at the International Christian University High School in Tokyo, where he has taught since 2010. He holds an M.A. in TESOL from Teachers College, Columbia University. He is the program chair of JALT’s Teacher Development SIG and organizes the annual Teacher Journeys conference. His research interests include reflective teaching practices and the use of CLIL to amplify the voices of the marginalized.
Citation
Ellis, M. (2022). ‘Woke’ up!: An ongoing journey of teaching for social justice. In G.P. Glasgow (Ed.), Multiculturalism, language, and race in English education in Japan: Agency, pedagogy, and reckoning (pp. 297–312). Candlin & Mynard e-publishing. https://doi.org/10.47908/26/12
In this chapter, the author provides a narrative account of his slow but transformative progression from a teacher who avoided confronting issues related to social justice in his classroom to one who does not shy away from tackling them. In particular, he focuses on two units which he taught to EFL learners in a private high school in western Tokyo, one about gender identity and sexual orientation, and one about racial equity. The goal of both units was to expose students within their greater EFL curriculum to issues which affect vulnerable minority populations, and to challenge them to become more inclusive and accepting individuals. In this chapter, he explains the rationale and methods of the units and summarizes student learning outcomes. By contextualizing these units in his teacher development path and sharing the lessons he has learned, he hopes to offer encouragement to other teachers interested in engaging in similar content.
About the Contributor
Michael Ellis coordinates the EFL program at the International Christian University High School in Tokyo, where he has taught since 2010. He holds an M.A. in TESOL from Teachers College, Columbia University. He is the program chair of JALT’s Teacher Development SIG and organizes the annual Teacher Journeys conference. His research interests include reflective teaching practices and the use of CLIL to amplify the voices of the marginalized.
Citation
Ellis, M. (2022). ‘Woke’ up!: An ongoing journey of teaching for social justice. In G.P. Glasgow (Ed.), Multiculturalism, language, and race in English education in Japan: Agency, pedagogy, and reckoning (pp. 297–312). Candlin & Mynard e-publishing. https://doi.org/10.47908/26/12
Information About the Book
Title: Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning
Editor: Gregory Paul Glasgow
Publication date: March 2023
Read more...
Title: Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning
Editor: Gregory Paul Glasgow
Publication date: March 2023
Read more...