Criticality, Teacher Identity, and (In)equity in English Language Teaching

Issues and Implications

  • Bedrettin Yazan
  • Nathanael Rudolph

Part of the Educational Linguistics book series (EDUL, volume 35)

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Problematizing and Reifying Binaries: Conceptual Transitions

  3. Towards Destabilizing Binaries: Problematizing Essentialization and Idealization

About this book


This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue. 


Teacher identity English language education Native speaker Ethnographic accounts of the negotiation of identity ELT professional English as a Lingua Franca ELT in China Multilingual classrooms

Editors and affiliations

  • Bedrettin Yazan
    • 1
  • Nathanael Rudolph
    • 2
  1. 1.Department of Curriculum and InstructionThe University of AlabamaTuscaloosa, ALUSA
  2. 2.Department of EnglishMukogawa Women’s UniversityNishinomiya-shi, Hyogo-kenJapan

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-319-72919-0
  • Online ISBN 978-3-319-72920-6
  • Series Print ISSN 1572-0292
  • Series Online ISSN 2215-1656
  • Buy this book on publisher's site