“This Is Your Safe Space”: The Intersections of Rurality, Ethnicity, and LGBTQIA+ Language Educator Identity in the Southeastern U.S.

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-12-20 DOI:10.1002/tesq.3290

James Coda, Kelly M. Moser

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引用次数: 0

Abstract

In the contexts of the Southeastern U.S. and globally, the ascendance of parental rights bills has sought to limit what can be discussed in the classroom related to gender and sexuality as well as limiting access to healthcare for transgender, gender non-conforming, and non-binary individuals (HRC, 2023). In language education, scholastic and pedagogical pursuits related to the lived experiences of LGBTQIA+ students in classrooms and educators have emphasized consideration of the interconnectedness between language teachers' identities, pedagogical decisions, and place (Coda, 2021; Fogle & Moser, 2017). In rural spaces, language educators can experience increased emotional labor and marginalization (Acheson et al., 2016; Moser & Wei, 2021); however, there is limited attention to rural LGBTQIA+ language educators in contexts such as the Southeastern U.S. Drawing from a larger mixed methods study of LGBTQIA+ rural language educators in the Southeastern U.S., this study centers on one focal participant, Mariana, a cisgender, pansexual ESL educator. Utilizing Butler's (1990) theory of gender performativity and Crenshaw's (1989) intersectionality, findings draw attention to the intersections between Mariana's gender and sexual identities, rurality, and ethnicity, highlighting the tensions and contradictions related to identity performance, pedagogy decisions, and allyship efforts.

查看原文本刊更多论文

"这是你的安全空间"：美国东南部乡村、种族和 LGBTQIA+ 语言教育者身份的交集。

在美国东南部和全球范围内，父母权利法案的兴起试图限制在课堂上讨论与性别和性有关的内容，并限制变性人、性别不符者和非二元个人获得医疗保健的机会（HRC，2023 年）。在语言教育中，与 LGBTQIA+ 学生在课堂上的生活经历相关的学术和教学追求以及教育工作者都强调要考虑语言教师的身份、教学决定和地点之间的相互联系（Coda，2021；Fogle &；Moser，2017）。在农村地区，语言教育工作者可能会经历更多的情感劳动和边缘化（Acheson et al.利用巴特勒（Butler，1990 年）的性别表演性理论和克伦肖（Crenshaw，1989 年）的交叉性理论，研究结果提请人们注意玛丽安娜的性别和性身份、乡村性和种族之间的交叉，突出了与身份表演、教学决策和结盟努力相关的紧张和矛盾。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.