Do straight teachers experience this? Performance as a medium to explore LGBTQ world language teacher identity

Coda, James

doi:10.1080/09518398.2019.1597206

Cited by 6 publications

(6 citation statements)

References 34 publications

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“…Finally, the stereotypes of LGBTQ+ people who were often stigmatized as abnormal and debauched (Zhao, 2020) forced Mark to keep himself “closeted” in the institutional context to secure his job. In this way, his experience as an LGBTQ+ language teacher reflected the experiences depicted in previous research where LGBTQ+ teachers did not come out to students because of a “lack of gay‐positive view[s]” among students (Nelson, 2009, p. 143) and conservative views in the community (Coda, 2019). Rather than coming out, his experience of perezhivanie enabled him to safely “(re) envision” (Johnson & Golombek, 2020, p. 121) an identity that was safe in the Chinese context: Mark chose to represent himself as not wealthy in order to challenge his students' misconceptions of Americans.…”

Section: Discussionsupporting

confidence: 63%

“…Despite the increasing focus on LGBTQ+ learners in TESOL and applied linguistics over the past two decades (e.g., Knisely, 2020; Knisely & Paiz, 2021; Moore, 2016, 2019; Nelson, 2009; O'Mochain, 2006), LGBTQ+ LTI remains dramatically underrepresented in the LTI literature. Some of the existing research has explored LGBTQ+ LTI via interviews (e.g., Coda, 2019, 2021; Lander, 2018; Leal & Crookes, 2018; Lin, Trakulkasemsuk, & Zilli, 2020), which has allowed for a “focus on the individuals, their stories, and their experiences” as they develop their LTIs (Lander, 2018, p. 93). The research has often depicted LGBTQ+ language teachers grappling with introducing queer themes into their classrooms as part of their identity narratives (e.g., Lander, 2018; Leal & Crookes, 2018; Nelson, 2009).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…3 3 The inclusivity that Mark experienced in the teaching context in the USA is not representative of all teaching contexts in the USA. In many instances, LGBTQ+ teachers are constrained in various ways in terms of possible identity performances, whereas other professional contexts may be more inclusive (e.g., Blackburn, Clark, Kenney, & Smith, 2009; Coda, 2018, 2019). …”

mentioning

confidence: 99%

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Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience ofPerezhivanie

et al. 2023

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This article reports on an ethnographic case study of the professional identity development of Mark—an English language teacher who identified as cisgender, gay, Catholic, white, and not wealthy. Using the lenses of intersectionality (e.g., Crenshaw, 1989, 1991) and perezhivanie (Vygotsky, 1999)—“the emotional and visceral impact of lived experiences” (van de Veer & Valsiner, 1994, p. 339)—we examined the multiplicity of identities (e.g., Norton, 2017) in Mark's experiences across contexts in China and the USA. Ethnographic data included interviews, fieldnotes, classroom audio‐recordings, and other supportive data. The findings demonstrate the central mediating role of perezhivanie in allowing him to safely re‐envision identities in a given context based on prior experiences and knowledge. Mark's dynamic movement of in and out of his multiplicity of identities across contexts produced distinct perezhivanie experiences that informed the development of his identities and pedagogies within and beyond those contexts. Methodologically, our approach was enhanced by the use of photo‐elicited interviewing. This methodology allowed Mark to tap into his multiple identities, including those that were assigned to him by the local context or by a broader policy context and those that he felt comfortable to take up. We conclude with implications for research and practice that examines language teacher identities and intersectionality through perezhivanie experiences in the past and explores the relationship among them and places them in conversation with present identities and experiences.

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Section: Discussionsupporting

confidence: 63%

Section: Theoretical Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

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Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience ofPerezhivanie

et al. 2023

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“…Some have hidden or denied their sexuality or gender to act as role models for their students in a heteronormative environment (Henderson, 2019). Coda (2019) narrated that because of the intersection of gender and professional identity as a teacher, he had to perform in a gender and sexually correct manner to avoid normative policing by others. Sands (2009) found that other teachers hid their identities because of homophobia, heteronormativity, and harassment, remaining closeted in schools.…”

Section: Studies On (Lgbtq+) Language Teacher Identitymentioning

confidence: 99%

“…2 LGBTQ+ Language Teacher Educators' Identities and Pedagogies: Testimonio and Duoethnography Halliday (2021) and Lander (2018) recognize that ELT has subordinated LGBTQ+ teacher identities. Coda (2019) and Fredman et al (2015) point out that LGBTQ+ identities are usually absent from the language teaching curriculum and pedagogies. The latter is critical as LGBTQ+ teachers face difficult and complex relationships between sexualities and schooling (Ferfolja, 2014).…”

Section: Introductionmentioning

confidence: 99%

LGBTQ+ Language Teacher Educators’ Identities and Pedagogies: Testimonio and Duoethnography

Riquelme-Sanderson¹,

Longoria²

2023

rupkatha

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In the call for diversity and social justice in language teacher education, it is necessary to explore the identities and pedagogies of LGBTQ+ identified language teacher educators. In this article, we (two teacher educators, one from Chile and the other from the United States), through a testimonio-based duoethnographic study, explored our LGBTQ+ identities and pedagogies, and our experiences in initial teacher education. From our experiences and reflections shared through conversations and writings, we identified themes to envision LGBTQ+ initial teacher education: pedagogies from identities, making visible as LGBTQ+ teacher educators, intersectionality of LGBTQ+ with other issues of oppression, and non-LGBTQ+ allies and teachers. We conclude that initial teacher education must make LGBTQ+ more visible in education and the school curriculum. We further pose an ethical responsibility on LGBTQ+ language teacher educators as agents of change toward achieving social justice. Finally, recommendations for further research on LGBTQ+ language teacher identities are presented.

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“This Is Your Safe Space”: The Intersections of Rurality, Ethnicity, andLGBTQIA+ Language Educator Identity in the Southeastern U.S.

Coda,

Moser

2023

TESOL Quarterly

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In the contexts of the Southeastern U.S. and globally, the ascendance of parental rights bills has sought to limit what can be discussed in the classroom related to gender and sexuality as well as limiting access to healthcare for transgender, gender non‐conforming, and non‐binary individuals (HRC, 2023). In language education, scholastic and pedagogical pursuits related to the lived experiences of LGBTQIA+ students in classrooms and educators have emphasized consideration of the interconnectedness between language teachers' identities, pedagogical decisions, and place (Coda, 2021; Fogle & Moser, 2017). In rural spaces, language educators can experience increased emotional labor and marginalization (Acheson et al., 2016; Moser & Wei, 2021); however, there is limited attention to rural LGBTQIA+ language educators in contexts such as the Southeastern U.S. Drawing from a larger mixed methods study of LGBTQIA+ rural language educators in the Southeastern U.S., this study centers on one focal participant, Mariana, a cisgender, pansexual ESL educator. Utilizing Butler's (1990) theory of gender performativity and Crenshaw's (1989) intersectionality, findings draw attention to the intersections between Mariana's gender and sexual identities, rurality, and ethnicity, highlighting the tensions and contradictions related to identity performance, pedagogy decisions, and allyship efforts.

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Do straight teachers experience this? Performance as a medium to explore LGBTQ world language teacher identity

Cited by 6 publications

References 34 publications

Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience ofPerezhivanie

Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience ofPerezhivanie

LGBTQ+ Language Teacher Educators’ Identities and Pedagogies: Testimonio and Duoethnography

“This Is Your Safe Space”: The Intersections of Rurality, Ethnicity, andLGBTQIA+ Language Educator Identity in the Southeastern U.S.

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