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“In the vast majority of language education literature, it seems as if we have been collectively imagining a monosexual community of interlocutors," complained Cynthia Nelson in 2006. Nearly two decades later, her statement still seems widely true, despite marginal attempts to challenge this situation, not yet fully addressed by mainstream publishers, educators or policymakers.
The aim of Queer Studies in English Language Education is to contribute to creating more hospitable learning contexts by usualising diversity and queerness in the teaching of English worldwide, a field which, supposedly fostering a “lingua franca” has frequently spread white, masculine, Western, colonial and cisheterosexist stances, among others.
How did queerness become a movement in the teaching of English? How can practitioners respond to counterreactions? How has queer research developed in English Language Teaching? How can teaching materials be queer or anti-queer? How can literature and drama be used when teaching English from a queer perspective? What would a queer class of English be like? What is the situation of queer teachers of English in different countries? These are just some of the questions answered in this book, edited by Esteban López-Medina, Griselda Beacon, Mariano Quinterno and Xiana Sotelo.
Contributors are: Juanjo Bermúdez de Castro, Jules Buendgens-Kosten, Tatia Gruenbaum, Cristina A. Huertas-Abril, Nicolás Melo Panigatti, Thorsten Merse, Cynthia D. Nelson, Joshua Paiz, Francisco Javier Palacios-Hidalgo, Michel Riquelme-Sanderson, Sue Sanders, Tyson Seburn, Keiko Tsuchiya, and David Valente.
The aim of Queer Studies in English Language Education is to contribute to creating more hospitable learning contexts by usualising diversity and queerness in the teaching of English worldwide, a field which, supposedly fostering a “lingua franca” has frequently spread white, masculine, Western, colonial and cisheterosexist stances, among others.
How did queerness become a movement in the teaching of English? How can practitioners respond to counterreactions? How has queer research developed in English Language Teaching? How can teaching materials be queer or anti-queer? How can literature and drama be used when teaching English from a queer perspective? What would a queer class of English be like? What is the situation of queer teachers of English in different countries? These are just some of the questions answered in this book, edited by Esteban López-Medina, Griselda Beacon, Mariano Quinterno and Xiana Sotelo.
Contributors are: Juanjo Bermúdez de Castro, Jules Buendgens-Kosten, Tatia Gruenbaum, Cristina A. Huertas-Abril, Nicolás Melo Panigatti, Thorsten Merse, Cynthia D. Nelson, Joshua Paiz, Francisco Javier Palacios-Hidalgo, Michel Riquelme-Sanderson, Sue Sanders, Tyson Seburn, Keiko Tsuchiya, and David Valente.
“In the vast majority of language education literature, it seems as if we have been collectively imagining a monosexual community of interlocutors," complained Cynthia Nelson in 2006. Nearly two decades later, her statement still seems widely true, despite marginal attempts to challenge this situation, not yet fully addressed by mainstream publishers, educators or policymakers.
The aim of Queer Studies in English Language Education is to contribute to creating more hospitable learning contexts by usualising diversity and queerness in the teaching of English worldwide, a field which, supposedly fostering a “lingua franca” has frequently spread white, masculine, Western, colonial and cisheterosexist stances, among others.
How did queerness become a movement in the teaching of English? How can practitioners respond to counterreactions? How has queer research developed in English Language Teaching? How can teaching materials be queer or anti-queer? How can literature and drama be used when teaching English from a queer perspective? What would a queer class of English be like? What is the situation of queer teachers of English in different countries? These are just some of the questions answered in this book, edited by Esteban López-Medina, Griselda Beacon, Mariano Quinterno and Xiana Sotelo.
Contributors are: Juanjo Bermúdez de Castro, Jules Buendgens-Kosten, Tatia Gruenbaum, Cristina A. Huertas-Abril, Nicolás Melo Panigatti, Thorsten Merse, Cynthia D. Nelson, Joshua Paiz, Francisco Javier Palacios-Hidalgo, Michel Riquelme-Sanderson, Sue Sanders, Tyson Seburn, Keiko Tsuchiya, and David Valente.
The aim of Queer Studies in English Language Education is to contribute to creating more hospitable learning contexts by usualising diversity and queerness in the teaching of English worldwide, a field which, supposedly fostering a “lingua franca” has frequently spread white, masculine, Western, colonial and cisheterosexist stances, among others.
How did queerness become a movement in the teaching of English? How can practitioners respond to counterreactions? How has queer research developed in English Language Teaching? How can teaching materials be queer or anti-queer? How can literature and drama be used when teaching English from a queer perspective? What would a queer class of English be like? What is the situation of queer teachers of English in different countries? These are just some of the questions answered in this book, edited by Esteban López-Medina, Griselda Beacon, Mariano Quinterno and Xiana Sotelo.
Contributors are: Juanjo Bermúdez de Castro, Jules Buendgens-Kosten, Tatia Gruenbaum, Cristina A. Huertas-Abril, Nicolás Melo Panigatti, Thorsten Merse, Cynthia D. Nelson, Joshua Paiz, Francisco Javier Palacios-Hidalgo, Michel Riquelme-Sanderson, Sue Sanders, Tyson Seburn, Keiko Tsuchiya, and David Valente.
Theories, Methods, Pedagogies, and Praxes
While mobilizing the metaphor of ‘burning’, we remain ambiguous of the racial-geographical signifier of ‘Asian’. On one hand, ‘Asia’ as an idea emerged as a part of the colonial cartography of the world, divided subsequently into sub areas such as East Asia, South, Central and Western Asia. People from said geographies are treated as homogenous groups locatable by an index of skin colour, facial feature, culture, and language (Sakai, 2019). In this sense, the racialization of ‘Asia’ suggests the continuation of the racial-colonial-capitalist project of which Canada is an integral part. On the other, ‘Asia’ itself is diverse and heterogenous, fraught with internal tensions between ethnic groups and nation-states. It is perhaps only when ‘Asia-ness’ becomes a minoritarian experience that such diversity can potentially unify under the identity ‘Asian’. Even so, the uniformity is full of political, ethnic, gender, and economic divides. Therefore, we deploy Asian Canadian experiences not as a fixed referent by time and space, but as an ongoing engagement with the settler state and other racialized groups. In other words, we treat Asian Canadian as a process of encounter rather than a given ‘identity’ we are born into. ‘Asian Canadian’ might be at best a way of describing how people who either identify as Asians or come from Asian countries experience settler Canada’s state power, regulation, and governmentality, within a global capitalist system of exploitation and oppression. Depending on one’s immigration status, age, gender, sexuality, ability, and class, those perceived as ‘Asian’ might have completely different sets of experiences, identifications and affective relationships to settler Canada and their ‘places of origins’. Simultaneously, these differentiated social structures also mean that people identifying themselves as ‘Asians’ become complicit in the exploitation, marginalization and oppressions of other groups, as well as, simultaneously implicated in global racial capitalism, colonialism, anti-Indigenous racism, anti-Black racism, homo and transphobia, sexism and ableism. ‘Asian Canadian experiences,’ therefore, are best understood as relational, contradictory and becoming. This collection is concerned with moments and places of tensions, confrontations, relations, and solidarity. We offer no roadmap for liberation but stories of insurgent encounters as people who identify or become ‘Asian’ migrate, navigate, and implicate uneven global systems to make new dreams, histories and intimacies.
Theories, Methods, Pedagogies, and Praxes
While mobilizing the metaphor of ‘burning’, we remain ambiguous of the racial-geographical signifier of ‘Asian’. On one hand, ‘Asia’ as an idea emerged as a part of the colonial cartography of the world, divided subsequently into sub areas such as East Asia, South, Central and Western Asia. People from said geographies are treated as homogenous groups locatable by an index of skin colour, facial feature, culture, and language (Sakai, 2019). In this sense, the racialization of ‘Asia’ suggests the continuation of the racial-colonial-capitalist project of which Canada is an integral part. On the other, ‘Asia’ itself is diverse and heterogenous, fraught with internal tensions between ethnic groups and nation-states. It is perhaps only when ‘Asia-ness’ becomes a minoritarian experience that such diversity can potentially unify under the identity ‘Asian’. Even so, the uniformity is full of political, ethnic, gender, and economic divides. Therefore, we deploy Asian Canadian experiences not as a fixed referent by time and space, but as an ongoing engagement with the settler state and other racialized groups. In other words, we treat Asian Canadian as a process of encounter rather than a given ‘identity’ we are born into. ‘Asian Canadian’ might be at best a way of describing how people who either identify as Asians or come from Asian countries experience settler Canada’s state power, regulation, and governmentality, within a global capitalist system of exploitation and oppression. Depending on one’s immigration status, age, gender, sexuality, ability, and class, those perceived as ‘Asian’ might have completely different sets of experiences, identifications and affective relationships to settler Canada and their ‘places of origins’. Simultaneously, these differentiated social structures also mean that people identifying themselves as ‘Asians’ become complicit in the exploitation, marginalization and oppressions of other groups, as well as, simultaneously implicated in global racial capitalism, colonialism, anti-Indigenous racism, anti-Black racism, homo and transphobia, sexism and ableism. ‘Asian Canadian experiences,’ therefore, are best understood as relational, contradictory and becoming. This collection is concerned with moments and places of tensions, confrontations, relations, and solidarity. We offer no roadmap for liberation but stories of insurgent encounters as people who identify or become ‘Asian’ migrate, navigate, and implicate uneven global systems to make new dreams, histories and intimacies.
Submerged Intelligence for Global Omens
Author:
This book acts as a cautionary tale, urging society to proactively invest in forging a path towards the future by drawing upon the insights gleaned from the past. Underwater cultural heritage is not merely a collection of broken ruins on the ocean floor; it holds the potential to provide strategic intelligence into global security challenges and future uncertainties. By understanding and valuing the unknown force of underwater cultural heritage, we can anticipate and navigate potential future challenges, harnessing its hidden power to shape the course of history.
Submerged Intelligence for Global Omens
Author:
This book acts as a cautionary tale, urging society to proactively invest in forging a path towards the future by drawing upon the insights gleaned from the past. Underwater cultural heritage is not merely a collection of broken ruins on the ocean floor; it holds the potential to provide strategic intelligence into global security challenges and future uncertainties. By understanding and valuing the unknown force of underwater cultural heritage, we can anticipate and navigate potential future challenges, harnessing its hidden power to shape the course of history.
A Study of Postcolonial Islamic Governmentalities in Rural Balochistan
Author:
This book charts a comprehensive account of girls’ education in postcolonial Pakistan, and argues that the problem of girls’ education in rural areas needs to be situated in the construction of knowledge, the practice of power relations, and the contested processes of truth production. Drawing on theories of Foucault’s governmentality, postcolonialism and feminism, the author explores the context of Pakistan as a postcolonial Islamic nation-state, examines the British colonial legacies of governing institutions, discourses of gender and education, and development of girls’ education policy and practices. The book contributes to the development of the analytical framework of postcolonial Islamic governmentality and uses the framework to analyse the research data, and education policy texts and discourses.
A Study of Postcolonial Islamic Governmentalities in Rural Balochistan
Author:
This book charts a comprehensive account of girls’ education in postcolonial Pakistan, and argues that the problem of girls’ education in rural areas needs to be situated in the construction of knowledge, the practice of power relations, and the contested processes of truth production. Drawing on theories of Foucault’s governmentality, postcolonialism and feminism, the author explores the context of Pakistan as a postcolonial Islamic nation-state, examines the British colonial legacies of governing institutions, discourses of gender and education, and development of girls’ education policy and practices. The book contributes to the development of the analytical framework of postcolonial Islamic governmentality and uses the framework to analyse the research data, and education policy texts and discourses.
The Teaching of English as a Foreign Language Enables Sexual Predation
Author:
Teaching English as a Foreign Language (TEFL) enables sexual predation across the wide range of activities and locales it encompasses, beyond schools and inclusive of voluntourist and aid programmes where EFL is taught. This predation is carried out not only by male Native-speaking English Teachers (NETs) on their students, peers, and members of local communities but also carried out on female NETs and EFL students by locals. Is TEFL inherently sexist, utilising gender-biased texts? This book is the first to examine in considerable detail such English language sexual imperialism and to suggest ways to curtail it.
The Teaching of English as a Foreign Language Enables Sexual Predation
Author:
Teaching English as a Foreign Language (TEFL) enables sexual predation across the wide range of activities and locales it encompasses, beyond schools and inclusive of voluntourist and aid programmes where EFL is taught. This predation is carried out not only by male Native-speaking English Teachers (NETs) on their students, peers, and members of local communities but also carried out on female NETs and EFL students by locals. Is TEFL inherently sexist, utilising gender-biased texts? This book is the first to examine in considerable detail such English language sexual imperialism and to suggest ways to curtail it.
Autoethnographies of Global Perspectives
Step into the lives of extraordinary women leaders in this groundbreaking volume. This compelling collection presents autoethnographies of twenty-five women leaders in English Language Teaching (ELT) from around the world. Grounded in key leadership theories and ELT research, these narratives examine the intersectionality of gender, race, culture, and transnational experiences in shaping leadership identities. Authors candidly share their triumphs and challenges, inspiring readers to embrace their own leadership potential and effect change in their communities and beyond. By articulating the personal, institutional, and global complexities, the narratives inform our understanding of how ELT teachers navigate the path to leadership.
Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.
Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.
Autoethnographies of Global Perspectives
Step into the lives of extraordinary women leaders in this groundbreaking volume. This compelling collection presents autoethnographies of twenty-five women leaders in English Language Teaching (ELT) from around the world. Grounded in key leadership theories and ELT research, these narratives examine the intersectionality of gender, race, culture, and transnational experiences in shaping leadership identities. Authors candidly share their triumphs and challenges, inspiring readers to embrace their own leadership potential and effect change in their communities and beyond. By articulating the personal, institutional, and global complexities, the narratives inform our understanding of how ELT teachers navigate the path to leadership.
Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.
Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.
Author:
Abstract
I write this autoethnography to narrate and analyze experiences from my professional life’s history that I believe have shaped my identity as a female leader in my context. I describe my identity development within the framework of professional identity tensions, cultural contexts of gender and age. I reflect on language as a cultural lens that can influence interactions and practices of non-native speakers in the TESOL context and describe emerging as a young female leader in a context that associates competence with age and leadership with males. I hope this analysis and reflections of my autoethnography as a female leader from Egypt and Africa will help in understanding the complex processes of leadership identity construction for women in similar contexts and contribute to the literature about TESOL leadership by bringing an experience of a leader from a context that is rarely researched.
Abstract
In this collaborative autoethnography (CAE), we, three educators in post-secondary institutions in British Columbia, Canada, explore our attempts to decolonize our work. This research is informed by the Calls to Action of the Truth and Reconciliation Commission and our engagement with reconciliation. Methodologically, CAE allowed us to examine each other’s assumptions and experiences as we work to decolonize and address social injustice in our practices as educational leaders. We begin our piece with critical incidents that have led us to rethink and reframe our work as educators. Addressing our research questions, we observed the messiness and complexity in our work. To begin the process of decolonizing our work, what is needed is self-reflection, a re-imagining of current practices, active engagement through relational approaches and strong communities of practice.