Non-normative corporalities and transgender identity in English as a Foreign Language student teachers

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH
Diego F. Ubaque-Casallas
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引用次数: 5

Abstract

Little international research exists on EFL (English as a Foreign Language) student teachers regarding transgender identity and non-normative corporalities. Similarly, few studies in Colombia have investigated the concept of teacher identity of transgender EFL student teachers to understand this dimension of identity. This study explores the transgender/blind identity of an EFL student teacher. The study took on identity as multiple and fluid to understand how transgender identity serves a lens to shape the process of becoming a teacher. Findings suggest that transgender identity is made from either experiences that modify or re-construct the self.  The study revealed that the notion of gender is contested when the idea of transgender works as a personal mechanism to question the existing normativity of one’s own body and the self. Identity is then presented as a series of choices and performances situated in time that are validated in the transgender and blind condition.
外语英语学生教师的非规范性形体性与跨性别认同
国际上很少有关于跨性别身份和非规范社团的EFL(英语作为外语)学生教师的研究。同样,哥伦比亚很少有研究调查跨性别EFL学生教师的教师身份概念,以了解这种身份维度。本研究探讨了一位英语教师的跨性别/盲身份。这项研究将身份视为多重和流动的,以了解跨性别身份如何为塑造成为一名教师的过程提供视角。研究结果表明,跨性别者的身份是由改变或重建自我的经历形成的。研究表明,当跨性别者的想法作为一种个人机制来质疑自己身体和自我的现有规范性时,性别的概念是有争议的。然后,身份被呈现为一系列及时的选择和表现,这些选择和表现在变性人和盲人的条件下得到了验证。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
How-A Colombian Journal for Teachers of English
How-A Colombian Journal for Teachers of English EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
21
审稿时长
16 weeks
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