Early career language teacher educators’ intersectional identities and practices across diverse contexts
A collaborative autoethnography
Datos Bibliográficos
| ID | 12113151 |
|---|---|
| Autores | Zhenjie Weng (0000-0002-2639-7822, Duke Kunshan University, autor de correspondencia), Tamara Mae Roose (0000-0003-1689-0119, California State University, San Bernardino), Grace Jue Yeon Kim (0000-0003-0603-2081, Bucknell University), Yuseva Ariyani Iswandari (0000-0001-6867-7323, Sanata Dharma University) |
| Año | 2026 |
| Páginas | 1-20 |
| Fecha de publicación | 2026-03-18 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Language Culture and Curriculum (JOURNAL) |
| Identificadores de la revista | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Editorial | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2026.2644173 |
| OpenAlex | W7139002707 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 35 |
This collaborative autoethnography (CAE) aims to explore our lived experiences as four female language teacher educators (LTEs) in tertiary-level education across different contexts (U.S., China, and Indonesia). Drawing upon the concepts of intersectionality, we report on our constructed identities at the intersections of diverse backgrounds (e.g. cultural, linguistic, gendered) and the impact of the intersectional identities on our practices in language teaching and/or teacher education. Our CAE reveals that identities are not shaped by discrete categories but by multiple intersecting factors, such as cultural, linguistic, and socioeconomic backgrounds, while also highlighting the contextual dynamics of LTE identity negotiation. Further, our lived experiences indicate that marginalisation and empowerment are not mutually exclusive but coexist within our LTE identity construction. Despite the challenges we experienced as LTEs, we turned those challenges into resources to empower ourselves and students, specifically by agentively utilising asset-based pedagogical approaches, advocating for ourselves and students, and engaging in scholarship on bilingualism, translanguaging, and marginalisation. Lastly, the study provides implications for LTE education and research.
Autoethnography · Career development · Ethnography · First language · Identity (music · Immigration · Intersectionality · Qualitative research · Semi-structured interview · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Teacher Education and Leadership Studies
Thematic analysis.
The journey of a critical-oriented ELT curriculum and the identities of teacher educators
Language teacher educator agency
Tesol teacher educators in higher education
The Intersectionality of Gender, Sexuality, Race, and Native-speakerness
Collaborative autoethnography
Affordances and constraints
Collaborative Autoethnography as Multivocal, Relational, and Democratic Research
Exploring lived experiences of Black female English teachers in South Korea
Racialised teaching of English in Asian contexts
Intersectionality in language teacher education
Critical language teacher education
Women Faculty of Color in Tesol
Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience of Perezhivanie
Toward humanizing SFL praxis
Mapping the Margins
Becoming a Teacher Educator
Re-Thinking Intersectionality
Thailand's 'English fever', migrant teachers and cosmopolitan aspirations in an interconnected Asia
Ethics in Autoethnography and Collaborative Autoethnography
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |