Transdisciplinary becoming as a gendered activity: A reflexive study of dissertation mentoring

Constructing a Professional Identity: Nonnative English-Speaking Teachers in First-Year Writing Courses

“…On writing teachers' professional identity development, a body of research has grown in the "symbiotic field" of second language (L2) writing ; I. Racelis & Matsuda, 2015;Sánchez-Martín & Seloni, 2019). In mainstream composition, however, research on NNESTs' identities remains underexplored despite the fact that the number of nonnative English-speaking teachers of writing is increasing )-I am one of them.…”

Developments in classroom-based research on L2 writing

“…These findings are particularly relevant to the graduate context when students may be asked to write occluded genres. Gender may play a role in tutor-tutee interactions in the graduate context too, as in the case of tutoring involving two transnational women, which facilitates the development of authorial voice, expertise, and disciplinary identity in the tutee (Sánchez-Martín & Seloni, 2019).…”

Teachers’ Transnational Identities as Activity: Constructing Mobility Systems at the Intersections of Gender and Language Difference

“…Because “limited reflexive research has been conducted on transnational women’s disciplinary becoming” (Sánchez‐Martín & Seloni, 2019, p. 26), reflexivity allows me to capture how my own positionality as woman and multilingual junior scholar interacted with the identities of the participants of this study throughout all its stages. For example, as the professor of the course, I was extremely careful in my interactions with students in order to invite divergent takes on the topics and materials and to not limit students’ responses to them, while acknowledging my role as the facilitator of the course.…”

“…While studies following a translingual orientation have manifested the potential for decolonial pedagogical practices (Cushman, 2016), especially teachers’ self‐decolonization by drawing on their translinguistic identities as pedagogies (Motha, Jain, & Tecle, 2012), a translingual paradigm also has the potential to address “the intersection of several structuring nodes in the colonial matrix of power that include authority, knowledge, gender and sexuality, economy, and racism” (Cushman, 2016, p. 238). Some studies have put forth women’s narratives and lived experiences as teachers of English (Motha, 2014; Motha, Jain, & Tecle, 2012; Park, 2017), the gendered and racialized professional hierarchies in TESOL and the need for praxis in TESOL research (Lin et al., 2004), and transnational scholars’ gendered practices in the U.S. academia (Sánchez‐Martín & Seloni, 2019); however, few studies have investigated transformative identity reconstruction at the intersections of language and gender, an enterprise that “remains strangely sidelined in TESOL and particularly in LTI” (Varghese et al., 2015, p. 562). The seemingly gender‐neutral quality of ELT (English Language Teaching) is reinforced by the lack of visibility of the many gendered ways in which our work is shaped and intersectional teacher identities are constructed reinforces “male hegemony” as well as racism (Kubota, 2020), a result of colonial powers (Motha, 2014).…”