Sarah Benesch – författare

Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students’ and teachers’ emotions in college instruction, illuminating key literacy and identity issues faced by immigrant students learning English in postsecondary institutions. Offering a rich blend of, and interplay between, theory and practice, it asks: How have emotions and affect been theorized from a critical perspective, and how might these theories be applied to English language teaching and learning? What do complex and shifting emotions, such as hope, disappointment, indignation, and compassion, have to do with English language teaching and learning in the neoliberal context in public universities? How might attention to emotions lead to deeper understanding of classroom interactions and more satisfying educational experiences for English language teachers and students? These questions are addressed not just theoretically, but also practically with examples from college classes of assigned readings, student writing, and classroom talk in which various emotions came into play. Thought-provoking, accessible, and useful, this is a must-read book for scholars, students, and teachers in the field of English language teaching.

Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students’ and teachers’ emotions in college instruction, illuminating key literacy and identity issues faced by immigrant students learning English in postsecondary institutions. Offering a rich blend of, and interplay between, theory and practice, it asks: How have emotions and affect been theorized from a critical perspective, and how might these theories be applied to English language teaching and learning? What do complex and shifting emotions, such as hope, disappointment, indignation, and compassion, have to do with English language teaching and learning in the neoliberal context in public universities? How might attention to emotions lead to deeper understanding of classroom interactions and more satisfying educational experiences for English language teachers and students? These questions are addressed not just theoretically, but also practically with examples from college classes of assigned readings, student writing, and classroom talk in which various emotions came into play. Thought-provoking, accessible, and useful, this is a must-read book for scholars, students, and teachers in the field of English language teaching.

Critical English for Academic Purposes: Theory, Politics, and Practice is the first book to combine the theory and practice of two fields: English for academic purposes and critical pedagogy. English for academic purposes (EAP) grounds English language teaching in the cognitive and linguistic demands of academic situations, tailoring instruction to specific rather than general purposes. Critical pedagogy acknowledges students' and teachers' subject-positions, that is, their class, race, gender, and ethnicity, and encourages them to question the status quo. Critical English for academic purposes engages students in the types of activities they are asked to carry out in academic classes while inviting them to question and, in some cases, transform those activities, as well as the conditions from which they arose. It takes into account the real challenges non-native speakers of English face in their discipline-specific classes while viewing students as active participants who can help shape academic goals and assignments. Critical English for Academic Purposes: Theory, Politics, and Practice:* relates English for academic purposes and critical pedagogy, revealing and problematizing the assumptions of both fields,* provides theoretical and practical responses to academic syllabi and other institutional demands to show that teachers can both meet target demands and take students' subjectivities into account in a climate of negotiation and possibility,* offers "rights analysis" as a critical counterpart to needs analysis,* discusses the politics of "coverage" in lecture classes and proposes alternatives, and* features teaching examples that address balancing the curriculum for gender; building community in an EAP class of students from diverse economic and social backgrounds; students' rights; and organizing students to change unfavorable conditions. This book is intended for undergraduate and graduate courses for preservice and in-service ESL and EAP teachers. It is also a professional book for those interested in critical approaches to teaching and EAP.

Taking a critical approach that considers the role of power, and resistance to power, in teachers’ affective lives, Sarah Benesch examines the relationship between English language teaching and emotions in postsecondary classrooms. The exploration takes into account implicit feeling rules that may drive institutional expectations of teacher performance and affect teachers’ responses to and decisions about pedagogical matters. Based on interviews with postsecondary English language teachers, the book analyzes ways in which they negotiate tension—theorized as emotion labor—between feeling rules and teachers’ professional training and/or experience, in particularly challenging areas of teaching: high-stakes literacy testing; responding to student writing; plagiarism; and attendance. Discussion of this rich interview data offers an expanded and nuanced understanding of English language teaching, one positing teachers’ emotion labor as a framework for theorizing emotions critically and as a tool of teacher agency and resistance.

Taking a critical approach that considers the role of power, and resistance to power, in teachers’ affective lives, Sarah Benesch examines the relationship between English language teaching and emotions in postsecondary classrooms. The exploration takes into account implicit feeling rules that may drive institutional expectations of teacher performance and affect teachers’ responses to and decisions about pedagogical matters. Based on interviews with postsecondary English language teachers, the book analyzes ways in which they negotiate tension—theorized as emotion labor—between feeling rules and teachers’ professional training and/or experience, in particularly challenging areas of teaching: high-stakes literacy testing; responding to student writing; plagiarism; and attendance. Discussion of this rich interview data offers an expanded and nuanced understanding of English language teaching, one positing teachers’ emotion labor as a framework for theorizing emotions critically and as a tool of teacher agency and resistance.

This book addresses a topic that until recently had been underexplored: women who voluntarily forgo having and raising children. Grounded in a discourse approach, it examines reproductive decision-making in the context of pronatalist discourses, such as 'maternal instinct', 'biological clock' and 'having it all', that encourage procreation in some while discouraging it in others. To contextualize pronatalism sociohistorically, the book also examines the relationship between pro- and anti-natalist discourses that emerged during the 20th-century eugenics movement in the United States, especially its promotion of white middle-class women’s procreation while discouraging, or preventing, poor immigrant women and women of color from reproducing. Other topics include online communities devoted to childfreedom, 20th- and 21st-century women authors who wrote about their decision not to procreate, responses of academic women in the field of applied linguistics to questions about their childlessness, and a personal narrative of the author’s childlessness. The author calls for solidarity between mothers and 'nothers' (her term for childless women) to defy the policing of women’s bodies worldwide.

This book addresses a topic that until recently had been underexplored: women who voluntarily forgo having and raising children. Grounded in a discourse approach, it examines reproductive decision-making in the context of pronatalist discourses, such as 'maternal instinct', 'biological clock' and 'having it all', that encourage procreation in some while discouraging it in others. To contextualize pronatalism sociohistorically, the book also examines the relationship between pro- and anti-natalist discourses that emerged during the 20th-century eugenics movement in the United States, especially its promotion of white middle-class women’s procreation while discouraging, or preventing, poor immigrant women and women of color from reproducing. Other topics include online communities devoted to childfreedom, 20th- and 21st-century women authors who wrote about their decision not to procreate, responses of academic women in the field of applied linguistics to questions about their childlessness, and a personal narrative of the author’s childlessness. The author calls for solidarity between mothers and 'nothers' (her term for childless women) to defy the policing of women’s bodies worldwide.