Anti-racist, anti-gay: a white Evangelical English teacher’s negotiations of her faith and critical inquiry
English Teaching: Practice & Critique
ISSN: 1175-8708
Article publication date: 9 February 2021
Issue publication date: 31 March 2021
Abstract
Purpose
The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in her English classroom.
Design/methodology/approach
This study drew on three in-depth interviews focused on a white Evangelical English teacher’s negotiation of her faith and understanding of critical inquiry issues in her teaching.
Findings
The teacher embraced anti-racist pedagogy by aligning definitions of structural racism with her understanding of the inherent sinfulness of humankind. She did so at the risk of her standing within her Evangelical community that largely rejected anti-racism. On the other hand, the teacher struggled with embracing LGBTQ+ advocacy, believing that affirmation of LGBTQ+ identities ran counter to her beliefs in “the gospel.” Her theological beliefs created complications for her when students brought the issue up in her class.
Practical implications
This study illustrates the way an English teacher incorporated anti-racism into both her teaching and religious identity, demonstrating that for some, the main concepts promoted in teacher education programs are held against a theological standard. It suggests that more work must be made by English teacher educators to provide space for religious pre-service teachers to find religious justification for engaging in LGBTQ+ advocacy.
Originality/value
One of the goals of English education is to encourage students to read texts and the world critically. However, the critical inquiry may be seen by Evangelical teachers and students as value-laden, too political and hostile to religious faith. This study examines the tensions that arise for an English teacher who is a white Evangelical. It contributes to possible strategies for the field to address these tensions.
Keywords
Acknowledgements
A special and heartfelt thanks to Amy and Christ’s Kinship Academy. This paper and research would not have been possible without their cooperation throughout this process. The author also owes the highest gratitude to his exceptional mentors and readers at the University of Pittsburgh, especially Amanda Godley, Ellice Forman, Byeong-Young Cho, Emily Rainey and Katrina Bartow-Jacobs who have served on various committees related to this work. Thanks also to Amanda Haertling Thein whose editing suggestions were invaluable as this piece neared its final draft. Lastly, thanks to the incisive anonymous reviewers of ETPC this piece contains far fewer errors and misdirections than it would have without their careful feedback. The errors that inevitably remain are entirely his own.
Citation
Olshefski, C.A. (2021), "Anti-racist, anti-gay: a white Evangelical English teacher’s negotiations of her faith and critical inquiry", English Teaching: Practice & Critique, Vol. 20 No. 1, pp. 108-123. https://doi.org/10.1108/ETPC-10-2019-0124
Publisher
:Emerald Publishing Limited
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