Challenging the raciolinguistic inequality in English education in Thailand
The macro, meso, and micro perspectives
Datos Bibliográficos
| ID | 21547992 |
|---|---|
| Autores | Mark B Ulla (0000-0003-1005-5120, Walailak University, autor de correspondencia), Jeng Jeng Mandolado Bolintao (Ifugao State University), Pavirasa Praditsorn (0000-0001-9249-2150, Walailak University) |
| Año | 2024 |
| Volumen | 58 |
| Número | 1 |
| Páginas | 31-39 |
| Fecha de publicación | 2024-01-02 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | English in Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0425-0494 • E-ISSN: 1754-8845 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/04250494.2024.2309390 |
| OpenAlex | W4391680945 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 18 |
This article examines the prevalence of white privilege and supremacy in the context of English education in Thailand by presenting an auto-ethnographic exploration of the raciolinguistic experiences of a Filipino English language teacher. It explores the macro, meso, and micro levels contributing to the prevalence of monolingual ideologies and injustices encountered by non-white and non-native English-speaking teachers (NNESTs) in the country. We argue that since the field of English education has the potential to serve as a locus of inequality while simultaneously providing an opportunity to contest the white privilege and native English speaker-teachers’ (NESTs) hegemony, cultivating linguistic and cultural diversity and equality is a way to challenge and resist the monolithic view of English, giving equality and justice to all English language teachers, regardless of their race and nationality. Facilitating transformative endeavours can be achieved by promoting critical and reflective approaches to policy, pedagogy, and teaching practices, highlighting the importance of intelligibility in cross-cultural and multilingual interactions
Inequality · Linguistics · Macro · Mathematics education · Pedagogy · Sociology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Race, Culture, and Identities in Second Language Education
English in Thailand
To employ or not to employ expatriate non-native speaker teachers
English as an Asean lingua franca and the role of nativeness in English education in Thailand
The white native speaker and inequality regimes in the private English language school
Identity and belonging among racialised migrant teachers of English in Thailand
Race and language learning in multicultural Canada
Dialogicality and Racialized Discourse in Tesol Recruitment
Undoing Appropriateness
Thailand's 'English fever', migrant teachers and cosmopolitan aspirations in an interconnected Asia
Unsettling race and language
Standardization, Racialization, Languagelessness
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 3 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |