Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye

Abstract

In this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo‐nationalist discourses and rely on data from online conversations among preservice and in‐service teachers of English in Türkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issues of social justice (particularly for minoritized immigrant students) and to have a discursive and experiential space in which to negotiate their language teacher identities (LTI). Gathering 117 teachers from five universities (three in Türkiye, two in the US) and underserved school districts in both contexts, this telecollaboration is our pedagogical, agentive response to dominant neo‐nationalist discourses in the two countries. To make quantities of data more manageable, we analyze interactions from one‐third of those 117 participants (five of 15 small groups) to address this research question: How do preservice and in‐service teachers from Türkiye construct their teacher identities in response to neo‐nationalist discourses in their sociopolitical context? In particular, how do they engage in this identity work through asynchronous small‐group discussions in a social justice‐focused telecollaboration with teachers from the US? Findings indicate that participants from Türkiye discussed teacher agency, conservatism and cultural difference in the society, and discrimination/xenophobia against refugees as important factors that shape their work with minoritized English language learners. They experienced tensions in their identity construction between their desire to advocate for their students and the external forces coming from meso‐ and macro‐level policies that impact their instruction and assessment procedures. We discuss our findings in relation to previous research on language teacher identity and social justice in sociopolitical contexts shaped by neo‐nationalist discourses. We also share the implications of our study for pedagogizing identity in teacher education.

“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism

“…However, Lima Becker and Oliveira's (2023) study reveals that accomplishing this is not always easy and that educators grapple with how to discuss the complex immigration experiences of students and their families. Because teachers can play an important role in countering neonationalist ideologies by linking educational content or micro-level phenomena occurring in the classroom to broader social contexts, Yazan et al (2023) suggest that this link should be discussed early, during teacher training and education, while Hamid and Ali (2023) argue it is imperative that teachers take a critical approach.…”

“…Because teachers can play an important role in countering neo‐nationalist ideologies by linking educational content or micro‐level phenomena occurring in the classroom to broader social contexts, Yazan et al. (2023) suggest that this link should be discussed early, during teacher training and education, while Hamid and Ali (2023) argue it is imperative that teachers take a critical approach.…”

“…As one survey respondent in Morocco said, “…we should be open to foreign languages and cultures so as to successfully become global citizens” (R'boul & Belhiah, 2023). In Turkish classrooms, some see English as “shared code, a potential equalizer”, capable of engendering empathy for Syrian immigrants (Yazan et al., 2023). While these classrooms are, in a sense, environments “set apart from the broader social milieu” where neo‐nationalist and anti‐immigrant sentiments are prevalent (Yazan et al., 2023), this does not mean that social interactions within them are irrelevant.…”

“…In Turkish classrooms, some see English as “shared code, a potential equalizer”, capable of engendering empathy for Syrian immigrants (Yazan et al., 2023). While these classrooms are, in a sense, environments “set apart from the broader social milieu” where neo‐nationalist and anti‐immigrant sentiments are prevalent (Yazan et al., 2023), this does not mean that social interactions within them are irrelevant. Social scientific research has long pointed to the transformative potential of positive intergroup contact, especially in classrooms, for the reduction of out‐group prejudices (e.g., Allport, 1958).…”

Disrupted English Language Teacher Identities: A Social Justice Perspective

“…Global and local changes in educational contexts and changing political and authoritarian decisions have disrupted language teachers' identity construction. Language teacher identity and social justice in sociopolitical contexts are shaped by neo-nationalist discourses (Yazan et al, 2023) and field experiences (Siuty, 2019). The pedagogical decisions of language teachers are, in turn, informed by their professional identities, which are shaped by the sociopolitical context (De Costa & Norton, 2017).…”