Accessing Imagined Communities and Reinscribing Regimes of Truth

Identity, language learning, and social change

“…These concepts were further developed in Kanno & Norton (2003) and Pavlenko & Norton (2007), and have proved productive in diverse research sites (see, for example, Silberstein 2003;Murphey, Jin & Li-Chi 2005;Carroll, Motha & Price 2008;Dagenais et al 2008;Kendrick & Jones 2008). There is a focus on the future when learners imagine who they might be, and who their communities might be, when they learn a language (see also Jenkins 2005Jenkins , 2007 with regard to English as a lingua franca).…”

Cultural diversity and the imagined community of the global academy

“…Anderson's concept of the imagined community has been taken up and reworked in a number of different contexts and as a response to a complex network of contemporary issues and phenomena. It has been adapted, for example, to feminist, literary and cultural studies (Huff, 2003), and particularly to English language teaching (Carroll, Motha, & Price, 2008;Kanno & Norton, 2003;Romova & Andrew, 2011). Of central significance to our project are the effects of globalization on the research imagination (Appadurai, 2000) and the related flows of academic mobility within this context.…”

“…Linked to participation in this notion of community are specific conceptions of self for academics working within these global fields of enquiry, along with strategies to mobilize and enact that socially constructed identity (Carroll et al, 2008) as a member of the imagined global discipline. Of primary importance here is the role of writing and publication in the creation and maintenance of those identities.…”

Identity in Second Language Teaching and Learning

“…Park's (2009) article, for example, examines the ways in which, Han Nah, a Korean immigrant enrolled in a TESOL program in the US, strategically positions her cultural and linguistic resourcesresources that are all too often dismissed, silenced or overlooked in educational settings-as assets by teaching Korean and promoting bilingual education in the Korean-American community. A similar duality of constraint and opportunity is foregrounded in the identity negotiation of two college ESL students and four, first-year ESOL instructors in a recent study by Carroll, Motha and Price (2008). Integrating both critical narrative inquiry and critical feminist ethnography, the researchers found evidence of "imagined communities" (cf.…”

“…In spite of its categorical longevity, it continues to be an area of renewed conceptual interest, and for reasons not unrelated to the demographics of SLE classrooms and the over-representation of women in a profession characterized by limited job security and poor working conditions (see e.g. Haque & Cray, 2007) (Carroll, Motha & Price, 2008;Menard-Warwick, 2009;Park, 2009), utilizing ethnographic and narrative perspectives, illuminate the contingent ways in which gendered discourses not only constrain female students and teachers but also offer potential sites of transformative agency. Park's (2009) article, for example, examines the ways in which, Han Nah, a Korean immigrant enrolled in a TESOL program in the US, strategically positions her cultural and linguistic resourcesresources that are all too often dismissed, silenced or overlooked in educational settings-as assets by teaching Korean and promoting bilingual education in the Korean-American community.…”