Speakers
Description
This DEI Committee-sponsored panel explores the significance of intersectional language teacher identities in language education. Panelists will discuss how factors such as “accent,” ability, class, gender, nationality, race, and sexuality have shaped their professional experiences. Building on Motha et al.’s (2012) ‘identity-as-pedagogy,’ panelists will offer critical insights into how they draw on their diverse identities as pedagogical resources and into the importance of self-reflexivity in understanding intersectionality and privilege for more equitable language classrooms.
Motha, S., Jain, R., & Tecle, T. (2012). Translinguistic identity-as-pedagogy: Implications for language teacher education. International Journal of Innovation in English Language Teaching, 1(1), 13-28.
Summary
This DEI Committee-sponsored panel explores the significance of intersectional language teacher identities in language education. Panelists will discuss how factors such as “accent,” ability, class, gender, nationality, race, and sexuality have shaped their professional experiences. Building on Motha et al.’s (2012) ‘identity-as-pedagogy,’ panelists will offer critical insights into how they draw on their diverse identities as pedagogical resources and into the importance of self-reflexivity in understanding intersectionality and privilege for more equitable language classrooms.
| Teaching Context | General |
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