Literaturnachweis - Detailanzeige
| Autor/inn/en | Ubaque-Casallas, Diego; Castañeda-Peña, Harold |
|---|---|
| Titel | Non-Normative Corporalities: Transgender/Blind Identity in an English as a Foreign Language Student Teacher |
| Quelle | In: HOW, 27 (2020) 2, S.13-30 (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Ubaque-Casallas, Diego) ORCID (Castañeda-Peña, Harold) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0120-5927 |
| Schlagwörter | LGBTQ People; English (Second Language); Language Teachers; Student Teachers; Identification (Psychology); Sexual Identity; Foreign Countries; Blindness; Social Theories; Social Bias; Femininity; Colombia |
| Abstract | Little international research exists on EFL (English as a Foreign Language) student teachers regarding non-normative corporalities: transgender and blind identities. Similarly, few studies in Colombia have investigated transgender/blind EFL student teachers to understand the various dimensions of their identities. This research study explores the transgender/blind identities of an EFL student teacher in Colombia. The study interpreted identity as multiple and fluid in order to understand how transgender identity serves as a lens to shape the process of becoming a teacher. Findings suggest that transgender/blind identities are molded from experiences that either modify or re-construct the self. The study revealed that the notion of gender/disability is contested when the idea of transgender/ blind works as a personal mechanism to question the existing normativity of one's own body and self. Identity is then presented as a series of choices and performances situated in time that are validated in the transgender and blind status. (As Provided). |
| Anmerkungen | ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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