(Re)Contextualizing English Language Teaching in Thailand to Address Racialized and 'Othered' Inequities in ELT

Autor/inn/en	Satienchayakorn, Natakorn; Grant, Rachel
Titel	(Re)Contextualizing English Language Teaching in Thailand to Address Racialized and 'Othered' Inequities in ELT
Quelle	In: Language, Culture and Curriculum, 36 (2023) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Satienchayakorn, Natakorn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2044841
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Political Attitudes; Racial Attitudes; Seminars; Doctoral Programs; Ethnography; Intersectionality; Language Attitudes; Social Class; Whites; Native Speakers; Language Variation; History; Global Approach; Self Concept; Critical Theory; Teaching Methods; Race; Cultural Background; Racism; Religion; Personal Narratives; Language Teachers; Teacher Education; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Political attitude; Politische Einstellung; Rassenfrage; Seminar; Doktorandenprogramm; Ethnografie; Sprachverhalten; Social classes; Soziale Klasse; White; Weißer; Muttersprachler; Sprachenvielfalt; Geschichte; Geschichtsdarstellung; Globales Denken; Selbstkonzept; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Rasse; Abstammung; Rassismus; Erlebniserzählung; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Ausland
Abstract	'Race applied to human beings is a "political" division: it is a system of governing people that classifies them into a social hierarchy based on invented biological demarcations' (Roberts, 2011, p. x). Foregrounding our racialized histories, we show how our lives "intersect" in a doctoral seminar in Thailand. Combining traditional academic structures and "collaborative autoethnography," we describe the context and share our stories. Using intersectionality and raciolinguistics as theoretical lenses, we argue that in Thailand, and throughout Asia, culture/ethnicity and class are often "proxies" for race or color, and as a result English language teaching (ELT) reflects institutions that fail to challenge the hegemonies of whiteness, Europeanism and Americanism, and English. To contextualize ELT and our role in it, we overview Thailand's racialized/colorized past and present, linking this to globalization and thirst for English. Our stories provide a framework for discussing our racialized "selves" and let us "get" to the culture of race in Thailand and ELT. What emerges is our advocacy for using critical pedagogies in ELT that reflects the contextual realities of teachers' and students', their ethno-racial and socio-cultural identities, and as well, their socio-historic lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01