Bowen, NEJA;
Satienchayakorn, N;
Teedaaksornsakul, M;
Thomas, N;
(2021)
Legitimising teacher identity: Investment and agency from an ecological perspective.
Teaching and Teacher Education
, 108
, Article 103519. 10.1016/j.tate.2021.103519.
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Abstract
International higher-education systems position teachers in ways that require an ecological perspective to understand the complexities of identity formation. Accordingly, we apply a model of legitimisation that combines Positioning Theory and Bourdieu's analogy of capitals, means/codes, and marketplaces to investigate the roles, identities, and investments of six university teachers in Thailand. Findings from in-depth interviews show that our participants navigate the complexity and fluidity of their positions through a view of identity that puts holistic learning above content or language-related goals. Moreover, despite positioning themselves as individuals, their discourses reflect a common goal for ethical self-formation driven by emotion labour.
| Type: | Article |
|---|---|
| Title: | Legitimising teacher identity: Investment and agency from an ecological perspective |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.tate.2021.103519 |
| Publisher version: | https://doi.org/10.1016/j.tate.2021.103519 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | English language teaching, EMI Thailand, Emotion labour, Identity agency, Teaching-as-caring |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10138184 |
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