Exploring Queer Teachers' Professional Identity Through LGBTQ+ Inclusivity in the ESOL Classroom

通过 ESOL 课堂中的 LGBTQ 包容性探索酷儿教师的职业身份

• 批准号: 2757390
• 金额: --
• 依托单位: Durham University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2757390
• 关键词: Exploring; Queer; Teachers; Professional; Identity

Although queer issues in language education have been investigated extensively for the last few decades, there still exists a critical gap in the professional life of LGBTQ+ language teachers. Research has mainly focused on their sexual identities and practices of queer inclusivity while neglecting the fact that they are above all teachers with professional identities. As professionals, queer teachers develop unique identities and expose themselves to certain risks when attempting to introduce LGBTQ+ materials in their classrooms. This project, therefore, expects to examine this issue by exploring how LGBTQ+ ESOL teachers construct their professional identities through the inclusion of queer-related materials in their pedagogical practices. It explores the complexities of professional identity through the Identity Triangle Framework, which features three aspects: psychological, relational, and behavioural. The project is qualitative in its nature, employing Interpretative Phenomenological Analysis to analyse the data collected from teachers' journals and semi-structured interviews. The results are expected to raise underrepresented voices and bring changes to the educational sector in both Vietnam and other similar Global South contexts as well.

尽管在过去的几十年里，语言教育中的酷儿问题已经得到了广泛的研究，但LGBTQ+语言教师的职业生涯中仍然存在着严重的差距。研究主要集中在他们的性别身份和酷儿包容性的做法，而忽视了他们首先是具有专业身份的教师这一事实。作为专业人士，酷儿教师在试图在课堂上引入LGBTQ+材料时，会发展出独特的身份，并使自己面临一定的风险。因此，本项目希望通过探索LGBTQ+ ESOL教师如何通过在教学实践中纳入与酷儿相关的材料来构建他们的专业身份来研究这个问题。它通过身份三角框架探讨了职业身份的复杂性，该框架包括三个方面：心理，关系和行为。该项目是定性的性质，采用解释现象学分析，分析从教师的日志和半结构化访谈收集的数据。预计这些结果将提高代表性不足的声音，并为越南和其他类似的全球南方背景下的教育部门带来变化。