Neelum Nigar
Biographic Data
| ID | 307572 |
|---|---|
| NAME | Neelum Nigar |
| GIVEN NAMES | Neelum |
| FAMILY NAME | Nigar |
| SIGNATURE | NIGAR N |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-7110-3694 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Reenvisioning teacher identity through hybrid professionalism: Towards equity in diverse educational fields
In Australian education, increasingly shaped by superdiverse, multicultural, multilingual, and performance-driven conditions, dominant models of teacher professionalism continue to marginalise teachers from culturally, linguistically, racially, gendered, and socially diverse backgrounds. This paper examines how teachers from minoritised groups negotiate professional identity within institutional discourses that inadequately reflect their lived ex…
Beyond anthropocentrism: Hybrid epistemologies and ontologies for transformative qualitative research
Purpose This study aims to critically explore how professional identities of immigrant non-native English-speaking (NNES) teachers in Australia evolve over time and how these processes can be conceptualised through Hybrid Relational Onto-Epistemology (HROE). The paper seeks to decentre anthropocentric knowledge paradigms in qualitative research by incorporating Eastern and Western epistemologies within a processual and relational approach. By exa…
Rethinking diverse academic cultures in Australian higher education: An intercultural experiential-ontological topography
This article examines the marginalisation of academic cultures and knowledge of international (im)migrant students and teachers in Australian higher education, challenging dominant cultural assumptions in the sector. With over 20 years of lived experience as an English language teacher and more than a decade in tertiary education, I present a study that employs hermeneutic phenomenology and narrative inquiry as iterative approaches to explore the…
Unraveling Professional Identity Through Lived Experiences Over Time: Employing Hermeneutic Phenomenology and Narrative Inquiry
This article demonstrates the advantages of combining hermeneutic phenomenology and narrative inquiry to examine the professional identity formation of English language teachers in Australia from non-native English-speaking immigrant backgrounds. By exploring the lived experiences of 16 teachers from 10 countries, this study foregrounds individual and shared trajectories, moving beyond the binary categories of native and non-native English-speaki…
Decentring linguistic hegemony in peer review: Relational epistemology, affect and ethical becoming
Purpose This paper introduces Onto-Epistemic Mutual Becoming as a relational, affective and ethical approach to peer review. It critiques dominant epistemic and linguistic gatekeeping practices in traditional reviewing, particularly their marginalising effects on non-Anglophone scholars. Drawing on Confucian, Daoist, Buddhist, Indigenous and affective epistemologies, we reimagine peer review as dialogic, inclusive and co-constructive. Through tra…
Hybrid professionalism: Multilingual cosmopolitan identities of immigrant English teachers
Becoming an English language teacher over lines of desire: Stories of lived experiences
Beyond the notion of decision-making of career choice just being rational, this article proposes the primacy of ‘affect’ in the decision to become teachers over time. The article explores the becoming of immigrant English language teachers as an identity formation process, focusing on the lived experiences of 16 English language teachers since early childhood, mostly prior to their migration to Australia. Findings of the hermeneutic phenomenologi…
No one would give me that job in Australia: When Professional Identities Intersect With How Teachers Look, Speak, and Where They Come From
This article investigates how non-native English-speaking teachers’ (NNESTs) professional identities can be affected by their employment experiences in Australia. Hermeneutic phenomenological narrative analyses of the written narratives of lived experiences of a group of NNESTs demonstrate how their professional identities were negatively affected by hiring discrimination, which also had psycho-emotional impacts on their professional selves. Soci…
Analysing the impact of idiosyncratic and covariate shocks on households’ food and non-food consumption: Empirical evidence from Benazir Income Support Program
Households’ Risk Management and Coping Strategies: How do the Poor Respond to Various Idiosyncratic and Covariate Shocks in Pakistan
This study examines poor households’ vulnerability to idiosyncratic and covariate shocks in Pakistan. First, it observes households’ socioeconomic, demographic, and geographic factors that influence the incidence of shocks. Second, it examines households coping strategies adopted to mitigate the negative effects of these shocks. For this purpose, we have studied the shock patterns in poor households and examined the role of the Benazir Income Sup…
No one would give me that job in Australia: When Professional Identities Intersect With How Teachers Look, Speak, and Where They Come From
This article investigates how non-native English-speaking teachers’ (NNESTs) professional identities can be affected by their employment experiences in Australia. Hermeneutic phenomenological narrative analyses of the written narratives of lived experiences of a group of NNESTs demonstrate how their professional identities were negatively affected by hiring discrimination, which also had psycho-emotional impacts on their professional selves. Soci…
Households’ Risk Management and Coping Strategies: How do the Poor Respond to Various Idiosyncratic and Covariate Shocks in Pakistan
This study examines poor households’ vulnerability to idiosyncratic and covariate shocks in Pakistan. First, it observes households’ socioeconomic, demographic, and geographic factors that influence the incidence of shocks. Second, it examines households coping strategies adopted to mitigate the negative effects of these shocks. For this purpose, we have studied the shock patterns in poor households and examined the role of the Benazir Income Sup…
Hybrid professionalism: Multilingual cosmopolitan identities of immigrant English teachers
Households’ Risk Management and Coping Strategies: How do the Poor Respond to Various Idiosyncratic and Covariate Shocks in Pakistan
This study examines poor households’ vulnerability to idiosyncratic and covariate shocks in Pakistan. First, it observes households’ socioeconomic, demographic, and geographic factors that influence the incidence of shocks. Second, it examines households coping strategies adopted to mitigate the negative effects of these shocks. For this purpose, we have studied the shock patterns in poor households and examined the role of the Benazir Income Sup…
Analysing the impact of idiosyncratic and covariate shocks on households’ food and non-food consumption: Empirical evidence from Benazir Income Support Program
Becoming an English language teacher over lines of desire: Stories of lived experiences
Beyond the notion of decision-making of career choice just being rational, this article proposes the primacy of ‘affect’ in the decision to become teachers over time. The article explores the becoming of immigrant English language teachers as an identity formation process, focusing on the lived experiences of 16 English language teachers since early childhood, mostly prior to their migration to Australia. Findings of the hermeneutic phenomenologi…
No one would give me that job in Australia: When Professional Identities Intersect With How Teachers Look, Speak, and Where They Come From
This article investigates how non-native English-speaking teachers’ (NNESTs) professional identities can be affected by their employment experiences in Australia. Hermeneutic phenomenological narrative analyses of the written narratives of lived experiences of a group of NNESTs demonstrate how their professional identities were negatively affected by hiring discrimination, which also had psycho-emotional impacts on their professional selves. Soci…
Rethinking diverse academic cultures in Australian higher education: An intercultural experiential-ontological topography
This article examines the marginalisation of academic cultures and knowledge of international (im)migrant students and teachers in Australian higher education, challenging dominant cultural assumptions in the sector. With over 20 years of lived experience as an English language teacher and more than a decade in tertiary education, I present a study that employs hermeneutic phenomenology and narrative inquiry as iterative approaches to explore the…
Unraveling Professional Identity Through Lived Experiences Over Time: Employing Hermeneutic Phenomenology and Narrative Inquiry
This article demonstrates the advantages of combining hermeneutic phenomenology and narrative inquiry to examine the professional identity formation of English language teachers in Australia from non-native English-speaking immigrant backgrounds. By exploring the lived experiences of 16 teachers from 10 countries, this study foregrounds individual and shared trajectories, moving beyond the binary categories of native and non-native English-speaki…
Decentring linguistic hegemony in peer review: Relational epistemology, affect and ethical becoming
Purpose This paper introduces Onto-Epistemic Mutual Becoming as a relational, affective and ethical approach to peer review. It critiques dominant epistemic and linguistic gatekeeping practices in traditional reviewing, particularly their marginalising effects on non-Anglophone scholars. Drawing on Confucian, Daoist, Buddhist, Indigenous and affective epistemologies, we reimagine peer review as dialogic, inclusive and co-constructive. Through tra…
Hybrid professionalism: Multilingual cosmopolitan identities of immigrant English teachers
Reenvisioning teacher identity through hybrid professionalism: Towards equity in diverse educational fields
In Australian education, increasingly shaped by superdiverse, multicultural, multilingual, and performance-driven conditions, dominant models of teacher professionalism continue to marginalise teachers from culturally, linguistically, racially, gendered, and socially diverse backgrounds. This paper examines how teachers from minoritised groups negotiate professional identity within institutional discourses that inadequately reflect their lived ex…
Beyond anthropocentrism: Hybrid epistemologies and ontologies for transformative qualitative research
Purpose This study aims to critically explore how professional identities of immigrant non-native English-speaking (NNES) teachers in Australia evolve over time and how these processes can be conceptualised through Hybrid Relational Onto-Epistemology (HROE). The paper seeks to decentre anthropocentric knowledge paradigms in qualitative research by incorporating Eastern and Western epistemologies within a processual and relational approach. By exa…
Psychology (6 works) · Narrative (5 works) · Pedagogy (5 works) · Sociology (5 works) · Linguistics (4 works) · Teacher Education and Leadership Studies (4 works) · Global Education and Multiculturalism (3 works) · Political science (3 works) · Aesthetics (2 works) · Agricultural risk and resilience (2 works)