| In this study, I, as a teacher-researcher, examined English as a Second Language (ESL) writing classrooms in which I adopted 'student empowerment' as my teaching goal. I defined student empowerment as helping students to position themselves as agents of their learning and to become critical thinkers. In pursuing this goal, I attempted to create collaborative power relations with students so that they could actively participate in their learning processes, exercising power they are entitled to. Regarding students' learning practices, I encouraged students to work on current issues in American society. I intended for students to gain perceptions of themselves as articulate language users and critical thinkers as they discuss, write about, and take stances on those issues.; The results showed that my goal of creating collaborative power relations with students was unattainable due to the presence of complex factors that interplayed with the process of exercising power. For instance, my negative perception of my non-nativeness led me to become conscious of losing my authority when I was to share power with students. I in turn used my authority as a teacher for regulatory and disciplinary purposes. These findings illuminate the complexity of the process of empowerment. In order to be informed about the challenges teachers will face when they attempt to implement critical pedagogy in their classrooms, I suggest that teachers, as researchers, should investigate the functions and operations of power in their particular teaching contexts.; The data also revealed that the students' indifference and disconnect with the local culture and social issues impeded their learning process. Students expressed that their learning goals were to improve their linguistic skills in English, rather than to learn critical thinking skills for the examination of social issues. Through reflexivity, I came to realize that my implementation of critical pedagogy without taking into consideration students' goals, needs, and expectations was an imposition of my belief and that it was antithetical to my goal of student empowerment. I recommend that when attempting to implement a pedagogy, teachers should understand the limitations of the pedagogy and adapt to unique implementation challenges each class presents. |
