Creating the Space to Talk about Race and Racism in English Language Teaching

Abstract

The purpose of this study was to investigate the impacts of engaging in critical race discussion, after watching the movie Hidden Figures on pre-service English teachers’ multicultural awareness. Data consisted of students’ self-reflection papers and critical race talk in classrooms, and were analyzed using content analysis. Results indicate that movie watching was effective in providing pre-service English teachers with a space to discuss race and gender issues. Also, it was perceived as an effective strategy for promoting students’ critical thinking and multicultural awareness in English class, resulting in attitudinal growth regarding openness to other cultures and different people in various situations. Finally, race talk based on the movie expanded the pre-service English teachers’ knowledge about, and perspectives on, multiculturalism and diversity, which enabled development of classroom activities to raise students’ cultural awareness in their future English language classes. This study supports the use of movies in teacher education programs as an accessible and enjoyable way to promote learners’ intercultural competence and expand their perspectives on race and gender issues, the essence of critical pedagogy.