Agency and Marginalization

Abstract

In globalized English‐language education, divergent ontological and epistemological commitments underpin frameworks for conceptualizing “self,” identity, and experience, with relation to “native” and “non‐native” learners, users, and teachers of English. These frameworks have resulted in differing apprehensions of privilege and marginalization, and of the possibility for and shape of agency, in terms of addressing inequity, both in and beyond the classroom. Teachers and teacher educators are charged with attending to both conceptual and experiential heterogeneity, within the field and their classroom, in their approach to practice.

Local English teachers’ voices from a marginalized lens: Inequality practices and identity construction in the workplace

“…This article does not put a refutation of the origin and ownership of English from which the language is bound historically and morphologically (Widdowson, 1994). It is to raise a linguistic awareness that English has been widely used worldwide and secured within the socio-cultural, socio-political, and socio-economic life of the world citizens (Rudolph, 2018). Although Holliday (2015) called for establishing cultural belief in native-speakerism labelling, some prejudices of disadvantaged LETs remain in the workplace.…”