Podcasting for peace: Resettled refugee youths' self‐sponsored counter‐storytelling practices

Abstract

TESOL JournalEarly View e737 CLASSROOM EXPLORATIONS Podcasting for peace: Resettled refugee youths' self-sponsored counter-storytelling practices Megan Heise, Corresponding Author Megan Heise [email protected] orcid.org/0000-0001-6546-0671 Indiana University of PennsylvaniaSearch for more papers by this authorAsifa Hassan, Asifa Hassan Youth UnMutedSearch for more papers by this author Megan Heise, Corresponding Author Megan Heise [email protected] orcid.org/0000-0001-6546-0671 Indiana University of PennsylvaniaSearch for more papers by this authorAsifa Hassan, Asifa Hassan Youth UnMutedSearch for more papers by this author First published: 15 June 2023 https://doi.org/10.1002/tesj.737Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL REFERENCES Barabas, C. D. (2022). Implementing peer podcasting in an EFL literature course. TESOL Journal, 14(2), e686. https://doi.org/10.1002/tesj.686 Choi, J., & Yi, Y. (2016). Teachers' integration of multimodality into classroom practices for English language learners. TESOL Journal, 7(2), 304– 327. https://doi.org/10.1002/tesj.204 Halaczkiewicz, M. D. (2020). Harnessing writing in the wild: Practical applications of affinity spaces for English language instruction. TESOL Journal, 11(1), e00453. https://doi.org/10.1002/tesj.453 Lindenman, H., & Rosinski, P. (2020). Writing outside of class: The untapped potential of students' non-academic writing. Writing Program Administration, 44(1), 17– 44. https://wpacouncil.org/aws/CWPA/asset_manager/get_file/555792?ver=3 Martin-Beltrán, M., Montoya-Ávila, A., & García, A. A. (2020). Becoming advocates: Positioning immigrant youth to share, connect, and apply their stories as tools for social change. TESOL Journal, 11(4), e567. https://doi.org/10.1002/tesj.567 Martinez, A. Y. (2020, March). Counterstory: The rhetoric and writing of critical race theory. Paper presented at the Conference on College Composition and Communication of the National Council of Teachers of English, online. Montero, M. K., & Al Zouhouri, A. (2022). Fear not the trauma story: A trauma-informed perspective to supporting war-affected refugees in schools and classrooms. In L. J. Pentón Herrera (Ed.), English and students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices (pp. 83– 100). Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-030-86963-2_6 Pentón Herrera, L. J., & Martínez-Alba, G. (2021). Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. Alexandria, VA: TESOL Press. Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23– 44. https://doi.org/10.1177/107780040200800103 Yi, Y., & Angay-Crowder, T. (2016). Multimodal pedagogies for teacher education in TESOL. TESOL Quarterly, 50, 988– 998. https://www.jstor.org/stable/44984730 Yi, Y., & Angay-Crowder, T. (2018). Self-sponsored writing. In J. I. Liontas, TESOL International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1– 6). Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235.eelt0521 Youth UnMuted. (2020). Now you hear us. [Podcast]. Youth UnMuted. https://www.youthunmuted.org/now-you-hear-us-podcast Zapata, G. P., & Prieto Rosas, V. (2020). Structural and contingent inequalities: The impact of COVID 19 on migrant and refugee populations in South America. Bulletin of Latin American Research, 39(S1), 16– 22. https://doi.org/10.1111/blar.13181 Early ViewOnline Version of Record before inclusion in an issuee737 ReferencesRelatedInformation