Teaching Pride Forward

Reviews

“Teaching Pride Forward is a powerful call to action for a more inclusive future in language education and a groundbreaking contribution to the ELT field….[It is] an essential resource for educators, administrators, and anyone passionate about fostering diversity and acceptance in the classroom.”  —Gabriel Díaz Maggioli, Academic Advisor to the Institute of Education at Universidad ORT Uruguay, Montevideo, Uruguay

“Teaching Pride Forward: Global LGBTQ+ Allyship in English Language Teaching delves into the intricacies of LGBTQ+ allyship within English Language Teaching (ELT). Trinh, Reynolds, and Coda have crafted a scholarly book highlighting the undying complexity of building global allyship and advocating for LGBTQ+ rights. Drawing on the metaphor of a ship, the authors emphasize the collective journey of allies with unique backgrounds to combat challenges like homophobia and linguistic oppression. The work underscores the delicate balance allies must strike, promoting active support without overshadowing the marginalized individuals and communities with whom they stand in support. Readers are invited to engage with the text compassionately, recognizing the evolving nature of allyship in ELT and the profound potential for inclusivity and change.”  —Joshua M. Paiz, Teaching Assistant Professor of EAP at George Washington University, Washington, DC, USA

“Embark on a transformative journey with this unique collection, revealing the intricate layers of queer allyship and inclusivity in various English language teaching (ELT) settings. With a rich tapestry of perspectives from around the world, each chapter in this book, Teaching Pride Forward: Global LGBTQ+ Allyship in English Language Teaching, serves as a beacon of hope and understanding, addressing the complexities of intersectionality, diversity, and critical reflection in various educational and societal contexts. From the tension between conservative atmospheres and pro-LGBTQIA+ initiatives in the Pacific Islands and the Mediterranean to transformative pedagogies and discourses in the Americas, this collection seeks to provoke thought, inspire change, and encourage continuous allyship to foster Diversity, Equity, Inclusivity, and Accessibility (DEIA) for LGBTQIA+ individuals. A must-read for educators, students, and allies, this compilation is a catalyst for reimagining norms, challenging constraints, and embracing diversity in pursuit of a more inclusive and equitable world.”  —Veronico N. Tarrayo, Professor, Department of English, Research Center for Social Sciences and Education at the University of Santo Tomas, Manila, the Philippines

“This volume centers queer theory, queer pedagogy, and the LGBTQIA+ community in English language teaching, recognizing the complexities of culture, language, and intersectionality. Presenting a wide range of research studies in different ELT contexts (including Australia, Chile, the Philippines, Taiwan), the book is a call to action for ELT teachers, teacher educators, leaders, and professional organizations to engage in allyship through policy and practice. The thoughtful integration of theory and practice makes this a must-read for anyone in the TESOL field.”  —Ester J. de Jong, Professor, Culturally and Linguistically Diverse Education at the University of Colorado Denver, Denver, Colorado, USA

“Allyship has complex and personal definitions depending on perspective. What queer allyship means in a reality where societal and political beliefs widely vary can seem messy, which may paralyze self-identifying allies into inaction. The authors and editors of this volume, however, embrace this messiness as an infinite space to explore ways forward. Rather than isolate allyship from queerness--where allies navigate challenging barriers to create change alone--this volume highlights how it unites people in and around our queer TESOL community to ‘co-create and co-construct a space of togetherness’. Each chapter embodies ‘becoming one together,’ with heartwarming, inspiring, and reflective moments between teachers, learners, researchers, and language learners through their experiences of queer pedagogy in classrooms across the globe and this demonstrates what makes queer allyship both unifying and necessary in our field.”  —Tyson Seburn, EAP instructor and Assistant Academic Director of International Programs at New College, University of Toronto, Toronto, Canada

“Prefiguring increasingly just worlds requires being, thinking, and creating togetherness in ways that honor the complexity of this always ongoing task. With Teaching Pride Forward: Global LGBTQ+ Allyship in English Language Teaching, Trinh, Reynolds, and Coda offer a scholarly space for communities of English language educators from myriad contexts to engage, with messiness and vulnerability, in imagining possibilities for at once globalized and localized networks of solidarity. This volume will be of great interest to students, educators, and scholars of English language education and allied fields as we consider the promises, possibilities, pathways, and pitfalls of allyship as a conceptual frame for the enlanguaged, relational work of justice.”  —Kris Knisely, Assistant Professor of French and Affiliated Faculty in Second Language Acquisition and Teaching and in the Trans Studies Research Cluster at the University of Arizona, Tucson, Arizona, USA

“As a teacher educator, a researcher in language teacher education, and a scholar-practitioner committed to anti-oppressive theories, methodologies, and pedagogies in the field of language education, I found this volume to be an essential companion for my work. I was immediately struck by both the theoretical nuance (combining theories such as queer theory and intersectionality theory) and the depth of approaches integrating anti-racism, and decolonization to address not only queer pedagogies in ELT but also most importantly, allyship in this work. There are not many works that are accessible to read and use for academics and practitioners, especially in this field, where such work is needed more than ever to counter the surge of intolerance that is overtaking this world and to embrace each other with our full humanity. Trinh, Reynolds, and Coda manage to do this superbly and demonstrate such deep humanity of their own.”  —Manka Varghese, Professor of Language, Literacy, and Culture at the University of Washington College of Education, Seattle, Washington, USA

“How does TESOL move forward? It is a question that has often driven me in my work toward social justice in English language teaching and research. Trinh, Reynolds, and Coda's volume Teaching Pride Forward: Global LGBTQ+ Allyship in English Language Teaching is meaningful and urgent as it invites readers to critically reflect, unlearn, learn, and act with open minds and open hearts. Whether you are a new professional or an esteemed veteran in the field, make this read a part of your journey. This is a truly special group of international scholars who have shared their diverse positionalities, global contexts, research, and praxis that reinforce the way forward is together- in critical love and allyship.  —Elisabeth L. Chan, Professor of English as a Second Language at Northern Virginia Community College, Alexandria, Virginia, USA
 

"Teaching Pride Forward is a…groundbreaking contribution to the ELT field….[It is] an essential resource for educators, administrators, and anyone passionate about fostering diversity and acceptance in the classroom."—Gabriel Díaz Maggioli, Academic Advisor to the Institute of Education at Universidad ORT Uruguay, Montevideo, Uruguay

"Teaching Pride Forward….underscores the delicate balance allies must strike, promoting active support without overshadowing the marginalized individuals and communities with whom they stand in support."—Joshua M. Paiz, Teaching Assistant Professor of EAP at George Washington University, Washington, DC, USA

"A must-read for educators, students, and allies, this compilation is a catalyst for reimagining norms, challenging constraints, and embracing diversity in pursuit of a more inclusive and equitable world."—Veronico N. Tarrayo, Professor, Department of English, Research Center for Social Sciences and Education at the University of Santo Tomas, Manila, the Philippines

"This book is a call to action for ELT teachers, teacher educators, leaders, and professional organizations to engage in allyship….The thoughtful integration of theory and practice makes this a must-read for anyone in the TESOL field."—Ester J. de Jong, Professor, Culturally and Linguistically Diverse Education at the University of Colorado Denver, Denver, Colorado, USA

"Each chapter [in this book] embodies "becoming one together," with heartwarming, inspiring, and reflective moments between teachers, learners, researchers, and language learners through their experiences of queer pedagogy in classrooms across the globe."—Tyson Seburn, EAP instructor and Assistant Academic Director of International Programs at New College, University of Toronto, Toronto, Canada

"Trinh, Reynolds, and Coda offer a scholarly space for communities of English language educators from myriad contexts to engage, with messiness and vulnerability, in imagining possibilities for at once globalized and localized networks of solidarity."—Kris Knisely, Assistant Professor of French and Affiliated Faculty in Second Language Acquisition and Teaching and in the Trans Studies Research Cluster at the University of Arizona, Tucson, Arizona, USA

"I found this volume to be an essential companion for my work."—Manka Varghese, Professor of Language, Literacy, and Culture at the University of Washington College of Education, Seattle, Washington, USA

"Whether you are a new professional or an esteemed veteran in the field, make this read a part of your journey."—Elisabeth L. Chan, Professor of English as a Second Language at Northern Virginia Community College, Alexandria, Virginia, USA​

Author Biography

Ethan Trinh, PhD, is an associate director of the Atlanta Global Studies Center. As a Vietnamese queer immigrant, Ethan enjoys thinking with emotions, gender, and language and explores how to embrace queerness as healing and meditative teaching and research practices. Ethan has published four edited volumes that focus on critical storytelling, teachers’ well-being, and doctoral students’ emotions, identities, and community. Ethan is the recipient of the 2022 Leadership Mentoring Program Award by TESOL International Association.

Kate Mastruserio Reynolds, EdD, is a professor of TESOL/literacy at Central Washington University. A licensed K–12 educator, she has taught teachers in several countries and multilingual learners of English in public school districts at elementary schools, middle schools, and universities in various contexts.

James Coda, PhD, is assistant professor of ESL and World Language education, and theory and practice in teacher education in the College of Education, Health, and Human Sciences at the University of Tennessee-Knoxville. He earned a doctorate in language and literacy education with an emphasis in TESOL and World Language education from the University of Georgia.