Pedagogies of Harmony: Duoethnographic Practices of e-LOVE in Transformative English Language Education: Duoethnographic Practices of e-LOVE in Transformative English Language Education

Quanisha Charles; Manar  Abdullah

Autores

Dr. Quanisha Charles North Central College https://orcid.org/0000-0001-5875-2924
Manar Abdullah North Central College

Palavras-chave:

Duoethnography, elevated-LOVE, pedagogies of harmony, relational equity, transformative English language education

Resumo

This duoethnographic study explores how elevated-LOVE (e-LOVE) – Liberation, Openness, Vulnerability, and Equity – functions as pedagogies of harmony in multilingual education. Drawing from the L.O.V.E. framework of Charles (2024b), we actualize notions of love (Barcelos, 2022; Lanas e Zembylas, 2015; Pacheco e Hamilton, 2020) through duoethnography. Duoethnography, according to Norris & Sawyer (2012), is a dialogic research method that examines lived experiences through collaborative narratives and is employed to capture the relational dynamics between a teacher and student. Scholarship on relational equity (DiGiacomo & Gutiérrez, 2016; Ruef & Shepard, 2022) and inclusive pedagogies (Leung, 2021; Zembylas, 2015) reinforces the transformative potential of harmony-centered approaches in fostering healing and multilingual leadership (Charles et al., 2025). At its core, this inquiry underpins pedagogies of harmony (Yiu 2024; Ho, 2017) that embrace interconnectedness, cultural reciprocity, and the co-construction of learning environments where individual agency is balanced with collective well-being. Practiced as e-LOVE, this pedagogy employs relational harmony, shared agency, collective well-being, and reciprocal vulnerability to amplify and nurture a learning environment rooted in equity and care. Findings indicate that e-LOVE fosters healing-centered learning by disrupting asymmetric power relations through shared authorship, affirming multilingual experiences via care, and creating spaces wherein dialogue drives transformation. By situating duoethnography within pedagogies of harmony and the e-L.O.V.E. framework, this article demonstrates the power to illuminate and enact transparent, relational, love-centered frameworks for equitable learning spaces and transformative English language education.

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Biografia do Autor

Dr. Quanisha Charles, North Central College

Quanisha Charles é professora associada de inglês, ministrando seminários de redação do primeiro ano e cursos linguísticos no North Central College em Naperville, IL. Ela tem mais de 15 anos de experiência ensinando EFL, ESL e Estudos de Composição coletivamente nos EUA, Coréia do Sul, China, Vietnã e virtualmente no Líbano. Seus interesses de pesquisa incluem teoria digital crítica, ideologias racializadas, comunicação intercultural e identidade do professor no ensino da língua inglesa. Suas publicações podem ser encontradas no TESOL Journal, International Journal of Language Arts and Linguistics e no Journal of English Language Teaching and Linguistics.
Manar Abdullah, North Central College

Born and raised in Iraq, Manar Abdullah is a dean’s listed Mechanical Engineering Junior at North Central College. Manar, who is fluent in both English and Arabic, chairs the student STAR (Science and Technology Academic Reformer Association) and serves as a Cardinal First Ambassador.

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