Teaching Through Trauma
English Teachers Navigating Affective Regimes in Post‐Earthquake Türkiye
Bibliographic Data
| ID | 10818221 |
|---|---|
| Authors | Merve Özçelik (0000-0001-7626-5492, Department of Applied Linguistics The Pennsylvania State University University Park Pennsylvania USA, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | S1 |
| Publication date | 2025-12-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.70050 |
| OpenAlex | W4417314771 |
| Language | EN |
| Citations received | 1 |
| References cited | 34 |
This study explores how English as a Foreign Language (EFL) teachers in post‐earthquake Türkiye narrated their experiences of loss, survival, and teaching within state‐imposed affective regimes. Drawing on an affective–discursive analysis of Ministry of National Education (MoNE) documents and media texts, the study first investigates how “feeling rules” (Benesch, 2017) shaped expectations of resilience, sacrifice, and continuity while erasing teachers' own grief. Theoretically, the analysis engages with Ahmed's (2004, 2014) account of affective economies, Butler's (2016) notion of grievability, and emotion labor scholarship in TESOL to trace how grief and vulnerability are rendered illegible or reframed as loyalty to the nation. Next, using narrative analysis, I examine interviews with 11 English teachers who survived the disaster. The narrative analysis foregrounds three ways teachers negotiated these affective demands: narrating trauma through embodied and temporal disruptions that made grief present in their lives; reclaiming humanity by rejecting sacrificial discourses and asserting their right to vulnerability; and contesting patriotic mourning by navigating pressures to frame colleagues as martyrs or to remain in devastated regions as proof of loyalty. The findings call for trauma‐informed TESOL that centers teacher wellbeing, reframes relocation and curricular adaptation as rights, and recognizes teachers not only as resilient caregivers but as grieving human beings entitled to care
Discourse analysis · Embodied cognition · Grief · Narrative · Narrative inquiry · Relocation · Scholarship · Teacher education · Vulnerability (computing) · Education and experiences of immigrants and refugees · Emotional Labor in Professions · Interdisciplinary Cultural and Social Studies
Language Teacher Education for a Global Society
Emotions and English Language Teaching
The Cultural Politics of Emotion
The Burnout Spiral
Caring and emotional labour
Teaching while traumatized
Caring is pedagogy
Discourse and affect
The emotional labour of caring in teaching
Rescuing “emotion labor” from (and for) language teacher emotion research
When language teacher emotions and language policy intersect
Overcoming Barriers
An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
Understanding the Emotional Labor of English Language Teaching while Black in the United States
It's Just a Feeling!”
Good for me to Leave it for Good”
Conflict, Militarization, and Their After-Effects
Teacher Self-Care Mandates as Institutional Gaslighting in a Neoliberal System
Uninvited Guests
Narrative configuration in qualitative analysis
An Intersectional Approach to Emotion Labor and Language Teacher Identity
Resilience and wellbeing within schools
Teacher agency, positioning, and English language learners
Affect and discourse - What's the problem? From affect as excess to affective/discursive practice
Affective Economies
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |