International Journal of Christianity and English Language Teaching


conflict, critical pedagogy, curriculum, ESL, pedagogy, reconciliation


The extent to which teachers’ spiritual identities should inform their pedagogy has been a topic of much discussion among TESOL professionals. Under particular scrutiny have been Christian English teachers (CET), whose faith can be disconcerting to a multicultural field that strongly values diversity. Meanwhile, another conversation continues regarding ways in which language teaching can be used as a means of promoting social justice and global citizenship. This article attempts to add to these conversations by proposing that reconciliation should be addressed in the classroom and by suggesting that it is a topic of interest to both CET and others who are not adherents of the Christian faith. It also discusses possibilities for how teachers could broach this subject in the classroom. Finally, it challenges CET and their critics to consider ways in which a recognition of such areas of shared interest may stimulate greater collaboration between educators who hold to seemingly disparate philosophical positions.



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