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/as

Quanisha Charles NA https://orcid.org/0000-0001-5875-2924
Manar Abdullah NA

Palabras clave:

duoethnography, elevated-LOVE, pedagogies of harmony , relational equity

Resumen

Drawing from the L.O.V.E. framework of Charles (2024), we actualize notions of love (Barcelos, 2022; Lanas & Zembylas, 2015; Pacheco & Hamilton, 2020) through duoethnography. Duoethnography (Norris, 2012), a dialogic research method that examines lived experiences through collaborative narratives, is employed to capture the relational dynamics between a teacher and student in English language education. Scholarship on relational equity (DiGiacomo & Gutiérrez, 2015; 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 (Yui 2024; Ho, 2017), which prioritize interconnectedness, cultural reciprocity, and the co-construction of learning environments where individual agency is balanced with collective well-being. By situating duoethnography within pedagogies of harmony, this article demonstrates its power to illuminate and enact relational, love-centered frameworks for equitable co-learning. Expanding on Charles’ (2024) L.O.V.E. framework, we practice elevated-LOVE (Liberation, Openness, Vulnerability, and Equity) via reflective dialogue. Practiced as e-LOVE, this pedagogy employs relational harmony, shared agency, and reciprocal vulnerability to amplify and nurture a learning environment rooted in equity and care.

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Biografía del autor/a

Quanisha Charles, NA

NA
Manar Abdullah, NA

NA

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