提高 TESOL 界对非洲女性 EFL 教师职业身份紧张问题的认识

IF 3.1 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Elt Journal Pub Date : 2024-03-07 DOI:10.1093/elt/ccae008
Kadidja Koné, Fatoumata Kéita, Binta Koita
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引用次数: 0

摘要

这项合作式自述研究探讨了三位大学英语女教师如何在重要的友谊关系中驾驭与男性教员的意识形态偏见有关的职业身份紧张关系,这些偏见暗示女性因其性别而不属于学术界,以及在非洲背景下所承担的责任。在反思性合作自述中,这些女性提高了 TESOL 从业人员、研究人员和教育工作者对其职业身份紧张关系的认识,这种紧张关系从沮丧到孤立不等。她们还分享了自己的批判性反思,即在男性占主导地位的高等教育环境中,她们如何投入自己的职业生涯,以驾驭职业身份的紧张关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Raising awareness among the TESOL community about the professional identity tensions of women EFL teachers in Africa
This collaborative autoethnographic study explores how three female university English teachers in critical friendship navigated professional identity tensions related to the ideological biases of male faculty members implying that women do not belong in academia because of their gender and the responsibilities it entails in an African context. In a reflective collaborative autoethnography, the women raised awareness among TESOL practitioners, researchers, and educators of their professional identity tensions, which ranged from frustration to isolation. They also shared critical reflections on how they invested in their careers to navigate their professional identity tensions in a male-dominated higher-education environment.
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来源期刊
Elt Journal
Elt Journal Multiple-
CiteScore
4.80
自引率
8.00%
发文量
50
期刊介绍: ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.
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