Racialised Teaching of English Language in South Korea: Voices of University ELT Teachers

Autor/inn/en	Lee, Young-Eun; Chan, Cheri
Titel	Racialised Teaching of English Language in South Korea: Voices of University ELT Teachers
Quelle	In: Language, Culture and Curriculum, 36 (2023) 1, S.56-73 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2048001
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Self Concept; Language Teachers; Foreign Countries; Universities; Race; Gender Differences; Work Environment; Racial Attitudes; Teacher Characteristics; Neoliberalism; College Faculty; Teacher Attitudes; Native Speakers; Global Approach; Educational Policy; Teacher Selection; Minority Group Teachers; Whites; Barriers; Social Status; Ethnicity; Disadvantaged; Racism; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbstkonzept; Language teacher; Sprachunterricht; Ausland; University; Universität; Rasse; Abstammung; Geschlechterkonflikt; Arbeitsmilieu; Rassenfrage; Neo-liberalism; Neoliberalismus; Fakultät; Lehrerverhalten; Muttersprachler; Globales Denken; Politics of education; Bildungspolitik; White; Weißer; Sozialer Status; Ethnizität; Rassismus; Korea; Republik
Abstract	In this paper, we examine how English language teachers working in a South Korean university navigate complex intersecting identity categories of race, gender, language and nationality while grappling with tensions and paradoxes arising from workplace policies influenced by racialised ideologies, globalisation and neoliberalism. In-depth interviews conducted with two tertiary English language teachers--a local Korean L2 English teacher and a L1 English teacher of Mexican-Italian heritage from the United States--provide insights on how globalisation and internationalisation policies influenced the selection criteria for the hiring of English language teachers at Garam University. Data reveal how ideological preferences for hiring White L1 English teachers, hindered the positive teacher identity formation for Korean L2 English teachers and L1 teachers of colour, particularly when teacher identity intersects with other identity categories. Findings suggest racialised ideologies not only created hierarchies, dichotomies and barriers for L2 English teachers, but 'White normativity' is also not challenged by the administrators or the teachers themselves. Implications will be discussed, including why English teachers working in South Korea's universities in neoliberal times need a safe space to interrogate unjust racialised policies and practices perpetuating marginalisation and exclusion for L2 English teachers and L1 teachers of colour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01