Sep 2026· Journal of Teaching and Learning· 0 citations
Abstract
Academic writing instruction often positions argumentation and persuasion as the primary modes of civic discourse, reinforcing adversarial forms of public discourse beyond the classroom. This article argues that writing pedagogy centred on joy can reimagine civic writing, orienting it toward relational learning, ethical representation, and writing as a way of being (Yagelski, 2009) rather than writing designed “to persuade, to argue, to win” (Neville, 2023, p. 94). Drawing on practitioner inquiry and a world-building civic education framework, this study examined how teacher candidates engaged in journalistic learning as a third space (Gutierrez et al., 1995; Moje et al., 2009) to bridge school and out-of-school literacies. Findings show that listening—requiring participants to suspend assumptions and attend carefully to others—reshaped beliefs and relational habits for teacher candidates. Joy emerged not despite this labour, but because of it, signaling deep engagement and pointing toward more ethical, relational civic futures.
This qualitative study explores narrative writing as a site of agency and contextual language use, drawing on a two-month practitioner inquiry with twelve eighth-grade emergent bilinguals in a suburban New York middle school. Rejecting deficit-based models, the study reframes writing around students’ lived experiences,...
Background. Curiosity is increasingly recognized as an important driver of engagement in EFL learning; however, its role in academic writing instruction, particularly in helping students manage uncertainty, develop arguments, and revise ideas, remains underexplored. University EFL learners need learning experiences tha...
A. Asbar, Ismail Ismail· MAJESTY JOURNAL· 0 citations
Joy-centred pedagogy is often dismissed as an “add-on” to serious teaching; however, in deficit-driven policy climates, educators increasingly describe schooling as scripted, dehumanizing, and joyless. This qualitative study examines how joy can be intentionally cultivated in teacher education as an embodied resource f...
Julia Lynch· Journal of Teaching and Lear...· 0 citations
In this article the authors introduce the concept of “listening literacy,” a merged research and instructional framework designed to address growing civic disengagement and political polarization in the United States. Drawing on Indigenous pedagogies, Deweyan democratic philosophy, critical pedagogy, and culturally s...
Kristien Zenkov, Lin Rudder· Journal of Adolescent &...· 0 citations
Despite decades of research demonstrating the learning benefits of dialogic pedagogy, its implementation in K-12 classrooms remains rare. Three structural challenges account for the difficulties of initiating and sustaining dialogic space in classrooms: managing face-threatening conflicts, equalizing power relations, a...
Edith Bouton· Education sciences· 0 citations
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