International TESOL Teachers in a Multi-Englishes Community

Phan, Le Ha; Barnawi, Osman Z.

doi:10.21832/9781800415485

Cited by 2 publications

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“…Thoughts for Further Engagement I would like to reiterate that writing or commenting on issues of race and language is a daunting task, particularly when ELT is ever more complex and diverse with the increasing transnational mobilities of English language teachers (see BARNAWI;AHMED, 2021;DE COSTA et al, 2021;JAIN et al, 2021;PARK, 2018;PHAN;BARNAWI, 2022;POOLE, 2021). Accompanied with such mobilities are multifaceted questions of race, religion, skin colour, nationality, language, work politics, and scholarly and professional perspectives that all come together in nuanced ways that invite rigourous examination.…”

Section: When the Whole Field Is On The Movementioning

confidence: 99%

“Aren’t We All Complicit?”: A Commentary on Multiple Faces of Race and Language in English Language Education

Hà

2023

Gragoatá

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This paper reviews recent work on race and language ideologies in Asia, aiming to a more complex understanding on the subject that avoids determinism and dichotomous thinking. The first part of the paper discusses current work on English language teaching in Japan, and concludes that greater emphasis on teacher agency is needed. The second part offers ethnographic vignettes of scenarios in which race plays sometimes a surprising role in shaping interactions and exclusions. These scenarios focus on the implications of the scholars’s commitement to social justice in ideological and institutional structures in which prejudice is reproduced and relayed in situations that involve multiple Asian identities and positionalities.

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Section: When the Whole Field Is On The Movementioning

confidence: 99%

“Aren’t We All Complicit?”: A Commentary on Multiple Faces of Race and Language in English Language Education

Hà

2023

Gragoatá

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Re-opening an Asia-Scar: engaging (troubled) emotions in knowing, knowledge production and scholarly endeavors

Hà

2023

Asia Pacific Educ. Rev.

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In this article, I bring to the center of inquiry the role of emotion in scholarship, knowledge production, and scholarly endeavors. I discuss the ways in which emotion, in varied forms and intensities, shapes how one may respond to particular bodies of knowledge and academic initiatives. In a complex manner, I engage with Kuan-Hsing Chen’s “Asia as Method” (Chen in Asia as Method: towards deimperialization, Duke University Press, Durham, 2010). I take it as an inspiration as well as a source of critique and expansion of ideas to advance scholarly arguments and to shed light on the process through which certain knowledge can be produced and/or restricted by particular emotions. At the same time, I critique varied uncritical endorsements of Asia, Asia as Method, and of ungrounded accusations of Western theory and hegemony. I lean into emotion/affect as a possible means of complicated knowing, productive scholarly writing, and knowledge production. I also emphasize the importance of engaging (with) rigorous and diverse historical knowledge as scholars produce education research. An important part of this article is what I refer to as an Asia scar incident and my reopening of that scar. To put this scar conversation in perspective, via narrative research, I present my recollection of the context leading to the scar as well as my reflection on the incident and how my scholarship has come along. I also request that scholars be open to multiple voices and multiple forms of scholarly participation to enable a more democratic recognition of nuanced knowledge production in transnationalized higher education. I argue that realizing and embracing such a democratic recognition can nurture and enable what I would call justice of voice and justice of participation.

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International TESOL Teachers in a Multi-Englishes Community

Cited by 2 publications

References 0 publications

“Aren’t We All Complicit?”: A Commentary on Multiple Faces of Race and Language in English Language Education

“Aren’t We All Complicit?”: A Commentary on Multiple Faces of Race and Language in English Language Education

Re-opening an Asia-Scar: engaging (troubled) emotions in knowing, knowledge production and scholarly endeavors

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