Women Faculty of Color in TESOL: Theorizing Our Lived Experiences  

Oleh:

Lin, Angel ; Grant, Rachel ; Kubota, Ryuko ; Motha, Suhanthie ; Sachs, Gertrude Tinker ; Vandrick, Stephanie ; Wong, Shelley

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Quarterly (Full Text; vol 1-16 ada di JSTOR) vol. 38 no. 3 (Sep. 2004), page 487-504.
Fulltext: 1. Women Faculty of Color in TESOL Theorizing Our Lived Experiences (Page 487-504).pdf (2.08MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/TES/38 Non-tandon: tidak ada Tandon: 1

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This collective writing project originated from our participation (including African-American, Asian, and White scholars) in the gender in TESOL colloquium at the 37th Annual TESOL Convention and Exhibit in 2003. Although researchers have shown an increasing interest in analyzing how gender affects second and foreign language education (e.g., Pavlenko, Blackledge, & Teutsch-Dwyer, 2001; Sunderland, Cowley, Rahim, Leontzakou, & Shattuck, 2002) and how colleges and universities have marginalized women (e.g., Bagilhole, 2002; Halvorsen, 2002; Horig, 2003; Jackson, 2002; Luke, 2001; Morley & Walsh, 1995, 1996; Walsh, 2002), they have shown little interest in analyzing how institutions have marginalized women faculty of color working in TESOL and related literacy education fields. The dearth of published research on women faculty of color suggests that the field has largely ignored us. However, our sharing of experiences reveals consistent hierarchical patterns across different institutional contexts that require feminist theorizing to attend to issues not only of gender but also of race and social class. Additionally, in the fields of TESOL and literacy education, issues of nonnative- English-speaking professionals, speakers of World Englishes, African- American English and various pidgin and creole speakers must be addressed. Discursive practices of gender, class, and race must be connected to histories of conquest, slavery, and colonialism.

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