Elsie Olan - Academia.edu (original) (raw)

Papers by Elsie Olan

GiST Education and Learning Research Journal, 2016

Este artículo presenta un análisis de las opciones profesionales de los profesores de inglés como... more Este artículo presenta un análisis de las opciones profesionales de los profesores de inglés como lengua extranjera y su posicionamiento social en diferentes regiones del mundo. Las investigadoras realizaron una investigación cualitativa basada en narrativas con el propósito de analizar, comprender e interpretar la relación que existe entre lenguaje, cultura y sociedad en el posicionamiento identificado por los profesores de inglés como lengua extranjera en el mundo. La teoría del posicionamiento y la investigación narrativa fueron usadas como marco teórico para el estudio, y las herramientas de recolección de datos incluyeron reflexiones, narrativas y contranarrativas. Las narrativas personales de los profesores reflejan su fuerza ilocucionaría a través de la cual expresan su posicionamiento como agentes con autoridad y empoderamiento.

The New Educator, Jul 3, 2022

Proceedings of the 2019 AERA Annual Meeting

Each presenter retains copyright on the full-text paper. Repository users should follow legal and... more Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright. Users should be aware of the .

Proceedings of the 2021 AERA Annual Meeting, 2021

Proceedings of the 2019 AERA Annual Meeting, 2019

English Journal, Mar 1, 2020

Advances in media, entertainment and the arts (AMEA) book series, 2017

This chapter examines critical practices and agency of teachers as they wrestle with issues of di... more This chapter examines critical practices and agency of teachers as they wrestle with issues of diversity in the teaching and learning process. Using a framework of transcultural education and culturally responsive teaching it draws on research conducted in Southern Ontario, Canada and Central Florida, areas with large and growing diverse populations. We posit that schools are sites of social learning and cultural border crossing, where dominant discourses must be disrupted and the lived experiences of diverse students brought into the center of the teaching and learning process. Through the use of narratives and critical reflection teachers critically examined ways to develop agency and take action to create change. The findings highlighted in this chapter have significance for experienced and novice teachers, teacher educators and faculties of education and school leaders who are seeking to address issues of diversity and equity in critical ways.

Studying Teacher Education, 2021

ABSTRACT This self-study demonstrates how crafting found poems and critical friendship facilitate... more ABSTRACT This self-study demonstrates how crafting found poems and critical friendship facilitated unstitching and (re)stitching narrative understanding for purposes of learning from pedagogy for improving practice. Findings extend existing literature by documenting how composing found poems from previous, dissertation research is a tool for inquiry, analysis, and representation for meaning-making within self-study methodology. Two sets of artifacts included the researchers’ dissertations framed as composite stories and drafts of found poems; these data were positioned and repositioned, woven as artifacts, field texts, and representations. We inquired how we might reposition ourselves to hear the multivoicedness of our temporal, personal-professional, and conceptual (con)texts. We asked, how might we utilize a familiar teaching practice to inquire into our lived experiences? How might found poems be positioned as both a methodological tool for analyzing completed research and representing meaning-making from deeply constructed narrative experiences? Found poetry enabled the researchers to evoke the fourth and fifth envisionment-building stances (Langer, 2011a), enabling them to ‘step back’ and reconsider what they know, and to develop deeper understandings that disrupted and transformed understanding. Through self-study with a critical friend, the poem as meaning-making event unfolded before us, weaving new threads, in the space of new tensions, resulting in new understandings. Analyzing and representing data through the process of composing found poems with a critical friend generates the vulnerable-confident; self-other; vision-revision; reading-composing; critiquing-discovering; powerful-empowering; learning-teaching; textual-intertextual; aesthetic-efferent; three-dimensional spaces for ongoing transformation where silent voices are liberated and heard through collaborative self-study methodology.

Kappa Delta Pi Record, 2018

Through an active and experiential learning approach that incorporated multimodal strategies, the... more Through an active and experiential learning approach that incorporated multimodal strategies, the Jr. Chef program contributed to increased nutrition knowledge among elementary students living in an urban food desert.

Mental Illness • Teacher candidates can address this issue through literature included in their c... more Mental Illness • Teacher candidates can address this issue through literature included in their curriculum, especially with young adult texts that feature mental illness as a theme (e.g., Turtles All the Way Down-OCD; Challenger Deep-Schizophrenia; Highly Illogical Behavior-anxiety; Girl in Pieces-selfinjury/suicide; When Reason Breaks-depression/suicide). • Literacy quadrants can be a key practice in confronting the stigma associated with mental illness. • Definition of "literacy quadrants"-adapted from the Frayer model (1969), literacy quadrants include prompts for each quadrant about students' thinking, writing, identity, and cultural awareness. Literacy quadrants are used as a metacognitive tool that helped students to explore their cultures, learning, and literate lives.

Often, undergraduates believe that ‘research is something done to someone else.’ They picture peo... more Often, undergraduates believe that ‘research is something done to someone else.’ They picture people in white lab coats conducting controlled, focused, highly specific scientific experiments that are pure in design and execution. Room for personal relevance, they believe, should be left at the laboratory door – as if the mere presence of a personal connection will taint their results. What we do with undergraduate students – and also, graduate students, - is to start where they live. We start by stating that research is the telling of a story – a personal narrative - of how the researcher seeks answers to their questions. More importantly, autobiographical research gives students’ permission to use the word “I.” Freeing them of the third person allows them to explore their own feelings and experiences without the filter of a disembodied voice. We want them to share not only their research, but how they came about to discover their findings – the choices they made, the impressions they felt, and the realizations they made. This presentation will describe the use of autobiographical research in my undergraduate and graduate secondary education classes, and how faculty of all disciplines can use autobiographical research to motivate and engage their own students to explore issues and concerns of interest to them

Despite the fact that we teach English education at two very different geographically and sociocu... more Despite the fact that we teach English education at two very different geographically and socioculturally situated universities—one a mid-sized rural Midwestern university and the other a large urban Southern university— we discovered through extended dialogue that we both aim to make our methods courses safe spaces in which preservice teachers can consider and (de)construct their own identities as readers while preparing to teach literature in secondary schools across the United States and beyond. We realized that to create lifelong readers in those schools, we should begin with our preservice teachers’ identities as readers, knowledge of intertextuality, and considerations of reading as a social practice before asking them to become English teachers who connect their students to texts and to the world around them. And to do this, we use young adult literature and culturally responsive teaching. Notwithstanding the prevalence of adolescent fiction in popular culture (e.g., Harry Po...