English Teachers' Subjectivities: Contesting and Resisting Must-Be Discourses

Autor/inn/en	Méndez, Pilar; Garzón, Eliana; Noriega-Borja, Rodolfo
Titel	English Teachers' Subjectivities: Contesting and Resisting Must-Be Discourses
Quelle	In: English Language Teaching, 12 (2019) 3, S.65-76 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Discourse Analysis; Language Teachers; National Programs; Language of Instruction; Professional Identity; Critical Thinking; Archaeology; Self Concept; Teacher Attitudes; Faculty Publishing; Foreign Countries; Political Attitudes; Teacher Role; Bilingual Education; Periodicals; Teacher Education Programs; Bilingualism; Spanish; News Reporting; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Diskursanalyse; Language teacher; Sprachunterricht; nicht übertragen; Teaching language; Unterrichtssprache; Kritisches Denken; Archäologie; Selbstkonzept; Lehrerverhalten; Ausland; Political attitude; Politische Einstellung; Lehrerrolle; Bilingual teaching; Bilingualer Unterricht; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Bilingualismus; Spanisch; News report; Reportage; Kolumbien
Abstract	This paper problematizes the meaning of subjectivity constructed by Colombian English Teachers in response to a National Bilingual Program and its system of reason to produce English teachers' identity and promote bilingual education. The double-side character of subjection/subjectification (Foucault, 1982) is used to analyze English teachers' work of the self and contestarian/resistance practices to affirm themselves as researchers and critical thinkers but also to claim recognition as educators who produce relevant and situated knowledge. Historical Discourse Analysis, through archeological procedures (Foucault, 1972) to trace back English teachers' discursive and non-discursive practices, were key to unveiling how teachers think of themselves as English teachers, oppose policies and respond to dominant discourses in relation to English teaching. More than 100 English teachers' academic publications were revised and confronted with normalized discourses circulating in political programs, print media and experts' documents. Findings contribute to EFL teachers' understanding of their own struggles and the role of their resistance practices to affirm their subjectivities. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01