Traversing perceptions toward Englishes: A currere-informed duoethnography of Southeast Asian PhD students studying in the US

Abstract

Addressing scant duoethnographic practices of international doctoral students in the field of Applied Linguistics, as English teachers and learners from Indonesia and Thailand, we engaged in currere-informed duoethnography. We interrogated our English language learning and teaching trajectory from early education to graduate education through our narratives to gain a critical understanding of how our perceptions toward Englishes shaped by formal curriculum have evolved and of the repercussions of the perceptions we hold toward our personal curriculum. Four phases of currere method of regressive, progressive, analytical, and synthetic were framed in a transnational lens. This framing posits languaging as an entanglement of semiotic resources to unpack colonial hegemonic ideology that governs our languaging and educational practices and our transformative perceptions as emerging transnational teachers. This study aims to extend currere-informed duoethnography by incorporating the dimensions of transnational practices and identity construction. It also offers practical implications for English teachers and graduate students to actively construct transnational spaces and identities.