Nathanael Rudolph | Kindai University (original) (raw)

Articles and Book Chapters by Nathanael Rudolph

Language Teaching Research, 2023

The following article details the authors' dialogic exploration of the joys and tensions inscribe... more The following article details the authors' dialogic exploration of the joys and tensions inscribed in their personal-professional negotiations of being and belonging within and transcending borders of 'language', 'culture', 'identity', 'place', 'space', 'community' and 'time', as well as in their experiences with duoethnographic inquiry. The authors dialogue, reflect upon (individually and together) and, ultimately, reconceptualize and reconstruct their borderland narratives of negotiated identity and community membership, emerging transformed by the process. The authors aim to prompt readers to engage with and reflect upon both the contents of the study as well as upon their own contexts and lived experiences, and for readers to engage with others in similar fashion.

Language teacher identity tensions: Nexus of agency, emotion, and investment (edited by Zia Tajeddin and Bedrettin Yazan), 2024

The following chapter explores the lived experiences of two self-described South Korean nationals... more The following chapter explores the lived experiences of two self-described South Korean nationals who are negotiating “borders” (Rutherford, 1990) of personal-professional being, becoming, and belonging within and transcending Japanese society. Through co-constructed interviews, these two individuals highlight the tensions they face and the hope they have while wrestling with positionality (Davies & Harré, 1990) as university-level language educators and members of communities in and beyond Japan. The chapter underscores how the participants’ Christian faith has played a central role in how they individually view life, make choices, and process lived experiences, which challenges criticality to account for the “spiritual” in addition to the material and discursive. I, the author, contend that the study has the potential to prompt individuals engaged in/with critical dialogue (receptively and/or productively) pertaining to identity, experience, and (in)equity, to reflect on their own experiences and what frames their own and others’ “seeing” (Lather, 1993), and to dialogue with others, in the interest of serving the communities in which they live, work, and study.

Asian Englishes, 2022

The dominant social, political and educational narrative of ‘homogeneous Japan’ has been both per... more The dominant social, political and educational narrative of ‘homogeneous Japan’ has been both perpetuated and challenged by individuals and groups inside Japan and abroad. Transdisciplinary scholarship and critical communal voices have highlighted Japan’s history as a site of movement, change, diversity and hybridity. Collectively, these efforts have led to documentation of the diverse ways people negotiate being, becoming and belonging as ‘Japanese’ and/or as members of Japanese society, and the marginalization individuals and groups have faced due to the homogeneity narrative (e.g., Willis & Murphy-Shigematsu, 2008). The following article presents two researcher-practitioners employing duoethnographic inquiry (Sawyer & Liggett, 2012; Sawyer & Norris, 2013) to dialogue regarding how critical frameworks in applied linguistics and English language teaching (ELT) seek to account for identity negotiation, experience and (in)equity in Japanese society and ELT therein. In sharing, probing, reflecting on and reimagining their stories dialogically, the authors identify and discuss one key concern: in limiting their scope to addressing ‘essentialized and idealized nativeness in English’ in (albeit in ever-complexified ways), dominant, critically-oriented approaches to theory, research and teaching have rendered individuals’ broader negotiations of identity and community membership, and lived experiences with privilege and marginalization in Japanese society, ‘invisible.’ The authors invite readers to engage with the dialogue herein and reflect on what frames their own ‘seeing’ (Lather, 1993).

TESOL Quarterly , 2022

Inspired by the call to question (critical) assumptions underpinning frameworks for “seeing” (Lat... more Inspired by the call to question (critical) assumptions underpinning frameworks for “seeing” (Lather, 1993) and ground criticality in alternative forms of knowing (Pennycook, 2018), this paper examines critical frameworks for approaching identity, experience and (in)equity in “English” language teaching (ELT), with a focus on critical attention to Japan. Transdisciplinary scholarship, social movements and other voices have detailed how the narrative of “homogeneous Japan” has given shape to notions of Selfhood-Otherness, resulting in the erasing of Japan’s history as a site of movement, change, diversity and hybridity, and marginalization of many therein. The author notes that the scope of dominant, critical approaches to identity, experience and (in)equity in Japan and globalized ELT -problematizing essentialized and idealized “nativeness” in English- does not afford conceptual space for attention to how the negotiation of being, belonging and becoming in ELT is situated in broader negotiations of identity and community membership. The author contends that this issue is linked to tensions within criticality pertaining to the imposition of essentializing frameworks for seeing upon individuals and communities around the globe. The author then discusses potential broader implications for theorization, inquiry and practice in ELT in and beyond Japan.

In A. S. M. Al-Issa and S.A. Mirhosseini (eds.), Worldwide English Language Education Today: Ideologies, Policies, and Practices, 2019

The following study, involving poststructural ethnographic inquiry (Britzman, 1995), seeks to exp... more The following study, involving poststructural ethnographic inquiry (Britzman, 1995), seeks to explore and deconstruct (Derrida, 1976) the sociohistorical, discursive construction and negotiation of “language policies” in one university-level English department in Japan. In doing so, the study focuses upon how language policies in the department both reflect and give shape to the discursive bounds of who teachers and students “are/are not,” and “can/cannot” and/or “should/should not” be or become, as participants in tertiary education and as members of Japanese society (Rudolph, Yazan & Rudolph, 2018). The study explores how teachers and students affirm, perpetuate, problematize, challenge and reify notions of “Japaneseness” and “Otherness” in the department, when negotiating language policies (whether explicit or implicit). The study contributes to scholarly dialogue examining how education, and language policies therein, might both embody and (re)produce essentialized and idealized notions of “Selfhood” and “Otherness,” with a specific focus on approaches to the cultivation of guroubarujinzai (individuals equipped for participation in the global community) in tertiary-level Japanese education.

Indonesian Journal of English Language Teaching, 2019

Within English language teaching (ELT), critical scholarship has paid ever-increasing attention t... more Within English language teaching (ELT), critical scholarship has paid ever-increasing attention to identity, experience and (in)equity, and thus to privilege-marginalization: where it comes from, how and why it manifests, who (potentially) experiences it, and what might be done to address inequity in (and potentially beyond) the profession. This dialogue is intertwined with broader attempts in the field to account for the complexity of identity and interaction in settings around the globe. In this article I discuss how categorical apprehensions of identity, experience and privilege-marginalization, and approaches to (in)equity, have framed discourse within critical scholarship. I then survey how more recent work has called into question many of the critical “assumptions” (Pennycook, 2001) both shaping and shaped by such theory and inquiry. This scholarship contends that critical lenses predicated upon categories of being, while calling attention to idealized nativeness embedded in ELT, fail to account for the contextualized, sociohistorical negotiation of privilege-marginalization within and transcending communities around the globe. Next, in order to contextualize and unpack these divergent lenses, I provide a review of critical dialogue attending to Japan, both in and beyond ELT, noting in conclusion how privilege-marginalization within ELT is intertwined with the sociohistorical negotiation of “selfhood” and “otherness” pertaining both to Japanese society and Japan and “the world beyond.” I close by briefly commenting on future directions for critical scholarship in ELT, and the challenges facing, and yet to be faced by, its stakeholders.

Asian Englishes, 2018

This study, utilizing narrative inquiry underpinned by poststructural theory, explores the lived ... more This study, utilizing narrative inquiry underpinned by poststructural theory, explores the lived experiences of two university-level English language teaching (ELT) professionals negotiating ‘borders’ of essentialized and idealized being and becoming, in seeking to account for the movement, hybridity, and diversity characterizing identity and interaction in and beyond ‘Japan.’ These borders relate to essentialized and idealized ‘ares,’ ‘cans,’ and ‘shoulds’ of ‘Japaneseness,’ juxtaposed against ‘Otherness’ predicated on ‘nativeness’ in English. In negotiating positionality, the two teachers choose to both discursively ‘trouble’ and not trouble who they, their colleagues, and their students ‘are,’ ‘can,’ and/or ‘should’ be or become, in complex and seemingly ‘contradictory’ ways. The study notes that the creation, limitation, and elimination of space for identity in ELT is sociohistorically, contextually, and fluidly connected to the local-global construction, maintenance, and/or challenging of borders of identity and community membership in the settings in which learning, use, and instruction take place.

Download here: https://www.tandfonline.com/eprint/k2Wh2ZgfCImj4FcfPYNI/full

In A. F. Selvi & Rudolph, N. (eds.), Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction: Issues and Implications (pp. 147-174), 2017

The following chapter details a yearlong, sociohistorically-situated, poststructural, ethnograph... more The following chapter details a yearlong, sociohistorically-situated, poststructural,
ethnographic account (Britzman 1995) of 23 students and their teacher (this
author), exploring and deconstructing fluidly local‒global linguistic, cultural,
ethnic, national, economic, political, religious, geographical, educational,
philosophical, professional, and gender-related discourses implicated in the
discursive construction of dominant and critically-oriented worldviews of
globalization, and of “being equipped for participation in the global community”
(グローバル人材/guroubarujinzai) in Japanese society. In and through their lived
experiences, the students and their instructor conceptualize, construct,
problematize, challenge, affirm, cross, and deconstruct essentialized borders of
Self-Other in Japanese society, and Japaneseness-Otherness in terms of
“beyond Japan.”

In Yazan, B. & Rudolph, N. (Eds). Criticality, teacher identity, and (in)equity in ELT: Issues and implications. Springer., 2018

This chapter details a poststructural ethnographic account (Britzman, 1995) of sixteen Japanese u... more This chapter details a poststructural ethnographic account (Britzman, 1995) of sixteen Japanese university students and their teacher conceptualizing the boundaries of local language practice in one English department. Together, they apprehend local (Japanese) language practice as negotiated at the interstices of discourses of “Japaneseness-Otherness” and “native English speakerness-Otherness.” Authority to employ Japanese in the classroom was afforded to “Japanese” teachers who might then assert authority to engage in local language practice or teach content in and through the Japanese language. Additionally, “Japanese” teachers were provided space to assert identity as linguistic and cultural border crossers, whereas “native speaker teachers” were to downplay or disassociate from their lived experiences negotiating membership in Japanese society, including from their use of Japanese, in the classroom. Space for teachers, positioned as neither an “idealized NS of English” nor “idealized NS of Japanese,” was non-existent. The study troubles dominant, critically-oriented approaches to local language practice in the discursive field of English language teaching (ELT) (Pennycook, 2007) and its corresponding disciplines, that do not account for individuals' negotiation of positioning and being positioned, identity-wise, and the creation, limitation, and/or elimination of space for being and becoming that may result.

Criticality, teacher identity, and (in)equity in ELT through and beyond binaries: Issues and implications. , 2018

This introduction frames the contents of the forthcoming edited volume by Yazan, B. & Rudolph, N.... more This introduction frames the contents of the forthcoming edited volume by Yazan, B. & Rudolph, N.. Criticality, teacher identity, and (in)equity in ELT: Issues and implications. Dordrecht, The Netherlands: Springer.

Note: Updated, Finalized version.

Foreword We are pleased to announce the publication of the second volume of the JACET ELF SIG Jou... more Foreword We are pleased to announce the publication of the second volume of the JACET ELF SIG Journal. We are delighted that the continuous publication of ELF SIG Journal represents our dynamic activity through the last two years since its foundation. To note again, the JACET ELF SIG Journal is annual, peer-reviewed online publication for the ELF SIG of the Japan Association of College English Teachers (JACET). The journal seeks to publish research papers, articles regarding teaching practice, teacher reflection and pedagogy, book reviews and reports with reference to the ever-growing phenomenon and research field of ELF in Japan as well as a range of international contexts. Its aim is firstly, publishing selected papers from SIG regular meetings and ELF-related events, and eventually, more widely publishing peer-reviewed ELF-related articles. It strives to provide a forum for researchers and educators to share their expertise and experience with a wider audience, facilitating better understanding of English used as a common language to connect people of different linguacultural backgrounds. The second volume includes four articles based on the JACET ELF SIG Symposium: English as a lingua franca and native-speakerism in ELT held at Waseda University on 29 April 2017. In publishing the volume, we invited Prof. Patrick Ng, the organizer of the symposium, as a guest editor. Preceded by the guest editor's introduction, we have three academic articles written by Tomokazu Ishikawa, Nathanael Rudolph and Julie Rudolph and Masaki Oda. Short reports on some of the ELF-related events in the academic year of 2017 compiled by Gilner are also included at the end of this volume. The reports particularly focus on the illustration and critique of presentations given at the symposium. They are very informative and helpful, particularly for those who, for some reason, were unable to attend them. Finally, we would like to express our greatest gratitude again to the chair (Prof. Kumiko Murata) and the vice-chair (Prof. Nobuyuki Hino), the guest editor (Prof. Patrick Ng), the members of the editorial board and the reviewers who gave their indispensable expertise needed for finalising this volume,

The following article, grounded in poststructural narrative inquiry, explores the narratives of t... more The following article, grounded in poststructural narrative inquiry, explores the narratives of two self-identified female Japanese university students, who are conceptualizing and challenging dominant, essentialized constructions of being and doing within Japanese society and English language education situated therein. The two detail their lived experiences negotiating glocal (fluidly local-global) discourses of identity within and beyond the classroom, that seek to establish, perpetuate, and maintain linguistic, cultural, national and ethnic borders around being and becoming 'Japanese' and a 'user of English.' As such, the students contend that space for 'border crossing' within Japanese society and English language education situated therein, has been limited and even eliminated. The students additionally conceptualize resistance to critical and practical shifts beyond native speaker-centric ELT in the Japanese context, and the perpetuation and maintenance of dominant, essentialized discourses and borders of 'Japaneseness,' in and beyond the classroom, as intertwined. After reflecting upon the implications the students' narratives have for conceptualizing and approaching identity and experience in terms of inquiry, the article briefly contemplates approaches to classroom practice that cultivate discursive space for identity and experience beyond essentialized categories of being and doing.

This article examines inequity as conceptualized and approached within and through the non-native... more This article examines inequity as conceptualized and approached within and through the non-native English speakers in TESOL (NNEST) “movement.” The authors unpack critical approaches to the NNEST experience, conceptualized via binaries (NS/NNS; NEST/NNEST). The authors then
explore postmodern and poststructural approaches to identity and inequity that problematize dichotomies, and the implications such approaches might have for addressing inequity and cultivating inclusivity in English language
teaching.

Critical Inquiry in Language Studies, 2013

Books by Nathanael Rudolph

Multilingual Matters, 2020

This volume attends to two critically-oriented calls pertaining to language education. The first ... more This volume attends to two critically-oriented calls pertaining to language education. The first is for transdisciplinary attention to the complexity of negotiated identity and interaction characterizing classrooms and the communities in which they are located. The second is for the need to situate critical conceptualizations of and approaches to (in)equity in sociohistorical context. The volume, including contributions from a diverse array of professionals living and working in settings around the globe, explores ideologies learners and teachers encounter and wrestle with in their negotiations of identity in (and beyond) the classroom, including monolingual approaches to education, and the perpetuation and maintenance of idealized nativeness and community membership. Its contents highlight the lived experiences of teachers, novice and veteran, negotiating and transcending linguistic, cultural, ethnic, religious, geographical and professional borders of identity in and beyond the classroom, and how such teachers draw upon their identities and experiences in their classroom practice. Chapters additionally illuminate the degree to which societal and transnational negotiations of being and belonging give shape to students’ negotiations of identity within the classroom, and that classroom experiences, in turn, play a crucial role in giving shape to how students view and value themselves and others. The volume is intended to inform and empower stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.

This book employs the realm of English Language Teaching (ELT) as a discursive point of departure... more This book employs the realm of English Language Teaching (ELT) as a discursive point of departure to explore how individuals, groups, entities and institutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows of people, ideas, information, goods, and technology. It apprehends and attends to tensions arising from the fluidly local-global construction and negotiation of borders of identity and interaction within a diverse array of contexts and English education therein. These tensions, whether conceptual or pedagogical, may arise in and through governmental and institutional policymaking, teacher training, or curriculum and materials development, and in the learning experience both within and beyond the classroom, as teachers and students engage with course content and each other.

▶ Apprehends the discursive field of ELT as a site of local-global tension relating to who individuals " are, " and " can " and/or " should " be or become, in and beyond the classroom
▶ Explores divergent critical conceptualizations of, and approaches to, the discursive limitation and/or elimination of space for being and becoming in ELT and the context/s in which it is constructed
▶ Attends to the contextualized, glocal negotiation of identity and interaction in practice.

Encyclopedia Entries by Nathanael Rudolph

TESOL Encyclopedia of English Language Teaching, 2024

The field of English language teaching (ELT) emerged out of global, imperialistic attempts to cre... more The field of English language teaching (ELT) emerged out of global, imperialistic attempts to create colonial subjects and assert control over their minds and resources. ELT thus served as a means both to impose essentialized ways of thinking, speaking, sounding, behaving, and knowing upon local populations, and to devalue and erase localized being, knowing and doing via both epistemic and actualized violence. ELT was predicated upon an idealized nativeness in English affording authority and corresponding privilege to select, white members of colonial societies both domestically and abroad. White, Western "native speakers," whose identities corresponded with notions of idealized nativeness, were imagined as ideal instructors of the "English language." The monolingual principle (Howatt, 1984), or the view that English should be taught exclusively in English, was a further means to marginalize locals as "non-native" learners, users, and teachers. Idealized nativeness has served as an (unachievable) benchmark for "success" in (and beyond) ELT, in diverse, contextualized ways. Whether presented as a theoretical abstraction, or as the foundation for conceptual frameworks detailing "normative" behavior, idealized nativeness continues to influence approaches to theory, research, policy, materials development, teacher education, classroom practice, and hiring in ELT settings around the globe. Colonialism past and present, and the ever-increasing local-global movement of people, information, technology, goods, and finances, have resulted in the emergence of a wide array of contexts, varieties, and functions of "English," and of unique ways of being, becoming, and belonging. Colonialism and movement have also perpetuated the now dominant neoliberal narrative found both within and beyond ELT, that English is "the" global language. Attention both to the history of ELT, and to diversity and complexity, has led to critical problematizations of ELT

In globalized English-language education, divergent ontological and epistemological commitments u... more In globalized English-language education, divergent ontological and epistemological commitments underpin frameworks for conceptualizing “self,” identity, and experience, with relation to “native” and “non-native” learners, users, and teachers of English. These frameworks have resulted in differing apprehensions of privilege and marginalization, and of the possibility for and shape of agency, in terms of addressing inequity, both in and beyond the classroom. Teachers and teacher educators are charged with attending to both conceptual and experiential heterogeneity within the field and their classroom, in their approach to practice.

Language Teaching Research, 2023

Language teacher identity tensions: Nexus of agency, emotion, and investment (edited by Zia Tajeddin and Bedrettin Yazan), 2024

Asian Englishes, 2022

TESOL Quarterly , 2022

In A. S. M. Al-Issa and S.A. Mirhosseini (eds.), Worldwide English Language Education Today: Ideologies, Policies, and Practices, 2019

Indonesian Journal of English Language Teaching, 2019

Asian Englishes, 2018

Download here: https://www.tandfonline.com/eprint/k2Wh2ZgfCImj4FcfPYNI/full

In A. F. Selvi & Rudolph, N. (eds.), Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction: Issues and Implications (pp. 147-174), 2017

In Yazan, B. & Rudolph, N. (Eds). Criticality, teacher identity, and (in)equity in ELT: Issues and implications. Springer., 2018

Criticality, teacher identity, and (in)equity in ELT through and beyond binaries: Issues and implications. , 2018

Note: Updated, Finalized version.

Critical Inquiry in Language Studies, 2013

Multilingual Matters, 2020

TESOL Encyclopedia of English Language Teaching, 2024

The idealized native speaker/listener (Chomsky, 1965), an abstract linguistic construct, has been... more The idealized native speaker/listener (Chomsky, 1965), an abstract linguistic construct, has been actualized linguistically, culturally, geographically, ethnically, theoretically, and practically in the field of English language teaching (ELT), granting de facto linguistic and cultural authority to those who fall within its descriptive parameters. As a result, the idealized native speaker (NS) has come to serve as the measure by which learner, user, and instructor ability might be assessed. Critically oriented scholarship has challenged the idealization of native speakers and native speaker teachers, calling for approaches to theory and practice that attend to the diversity of contexts, varieties, and users of English. Such scholarship is underpinned by divergent conceptualizations of identity and experience, thus leading to differing approaches to apprehending, problematizing, and addressing idealization in and beyond the classroom.

Critical Inquiry in Language Studies: Special Issue (Politics of Language Education Research) , 2018

International Multilingual Research Journal, 2019

Anzaldúa’s (1987, 2002) conceptual lens of “borderland spaces” can contribute greatly to understa... more Anzaldúa’s (1987, 2002) conceptual lens of “borderland spaces” can contribute greatly to understanding the complexity of language teaching and learning, in which individuals continually encounter, wrestle with and cross borders of “language,”“culture,”“place,” and “identity” (Rutherford, 1990), as well as affirm and reify them in complex and, in many cases, seemingly conflicting ways. Building on and extending the growing body of research on identity, the current special issue adds to the scholarly conversation on identity in language education, with a focus on the multifaceted, fluid, and performative nature of the negotiation of being and becoming in borderland spaces characterized by movement, change, diversity, hybridity, and tension, and intersectionality. The studies in this issue illustrate how multilingual individuals perform their identities as they perpetuate, resist, patrol, question, and/or challenge the ideologies that both give shape to and reflect discursive and material spaces.

https://www.tandfonline.com/doi/full/10.1080/19313152.2019.1633095

Journal of Language, Identity and Education, 2019

This introduction unpacks the scope of the special issue (SI), and underscores the guest editors'... more This introduction unpacks the scope of the special issue (SI), and underscores the guest editors' desire to prompt readers to engage with and reflect upon critical assumptions and unanswered questions, within, and pertaining to, ELT.

Keywords: Criticality, Language Education, Identity, Privilege-Marginalization

TESOL Quarterly

Asian Englishes

The dominant social, political and educational narrative of 'homogeneous Japan' h... more The dominant social, political and educational narrative of 'homogeneous Japan' has been both perpetuated and challenged by individuals and groups inside Japan and abroad. Transdisciplinary scholarship and critical communal voices have highlighted Japan's history as a site of movement, change, diversity and hybridity. Collectively, these efforts have led to documentation of the diverse ways people negotiate being, becoming and belonging as 'Japanese' and/or as members of Japanese society, and the marginalization individuals and groups have faced due to the homogeneity narrative (e.g., Willis & Murphy-Shigematsu, 2008). The following article presents two researcher-practitioners employing duoethnographic inquiry (Sawyer & Liggett, 2012; Sawyer & Norris, 2013) to dialogue regarding how critical frameworks in applied linguistics and English language teaching (ELT) seek to account for identity negotiation, experience and (in)equity in Japanese society and ELT therein. In sharing, probing, reflecting on and reimagining their stories dialogically, the authors identify and discuss one key concern: in limiting their scope to addressing 'essentialized and idealized nativeness in English' in (albeit in ever-complexified ways), dominant, critically-oriented approaches to theory, research and teaching have rendered individuals' broader negotiations of identity and community membership, and lived experiences with privilege and marginalization in Japanese society, 'invisible.' The authors invite readers to engage with the dialogue herein and reflect on what frames their own 'seeing' (Lather, 1993).

The TESOL Encyclopedia of English Language Teaching, 2018

L2 Selves and Motivations in Asian Contexts, 2016

Colloquium presented at the American Association for Applied Linguistics (AAAL) 2017 Conference, ... more Colloquium presented at the American Association for Applied Linguistics (AAAL) 2017 Conference, Marriott Downtown Waterfront, Portland (OR), USA. (Organized by Yazan and Rudolph)

Journal of Language, Identity & Education, 2019

Educational Linguistics, 2018

This chapter details a poststructural ethnographic account (Britzman DP, Int J Qual Stud Educ 8(3... more This chapter details a poststructural ethnographic account (Britzman DP, Int J Qual Stud Educ 8(3):229–238, 1995) of 16 Japanese university students and their teacher conceptualizing boundaries of local language practice in one English department. Together, they apprehend local (Japanese) language practice as negotiated at the interstices of discourses of “Japaneseness-Otherness” and “native English speakerness-Otherness.” Authority to employ Japanese in the classroom was afforded to “Japanese” teachers who might then assert authority to engage in local language practice or teach content in and through the Japanese language. Additionally, “Japanese” teachers were provided space to assert identity as linguistic and cultural border crossers, whereas “native speaker teachers” were to downplay or disassociate from their lived experiences negotiating membership in Japanese society, including from their use of Japanese, in the classroom. Space for teachers, positioned as neither an “idealized NS of English” nor “idealized NS of Japanese,” was non-existent. The study troubles dominant, critically-oriented approaches to local language practice in the field of English language teaching (ELT) and its corresponding disciplines, that do not account for individuals’ negotiation of positioning and being positioned, identity-wise, and the creation, limitation, and/or elimination of space for being and becoming that may result.

Indonesian JELT: Indonesian Journal of English Language Teaching, 2019

Worldwide English Language Education Today, 2019

Asian Englishes, 2018

This study, utilizing narrative inquiry underpinned by poststructural theory, explores the lived ... more This study, utilizing narrative inquiry underpinned by poststructural theory, explores the lived experiences of two university-level English language teaching (ELT) professionals negotiating 'borders' of essentialized and idealized being and becoming, in seeking to account for the movement, hybridity, and diversity characterizing identity and interaction in and beyond 'Japan. ' These borders relate to essentialized and idealized 'ares, ' 'cans, ' and 'shoulds' of 'Japaneseness, ' juxtaposed against 'Otherness' predicated on 'nativeness' in English. In negotiating positionality, the two teachers choose to both discursively 'trouble' and not trouble who they, their colleagues, and their students 'are, ' 'can, ' and/or 'should' be or become, in complex and seemingly 'contradictory' ways. The study notes that the creation, limitation, and elimination of space for identity in ELT is sociohistorically, contextually, and fluidly connected to the local'global construction, maintenance, and/or challenging of borders of identity and community membership in the settings in which learning, use, and instruction take place.

Critical Inquiry in Language Studies, 2015

This article examines inequity as conceptualized and approached within and through the non-native... more This article examines inequity as conceptualized and approached within and through the non-native English speakers in TESOL (NNEST) “movement.”1 The authors unpack critical approaches to the NNEST experience, conceptualized via binaries (NS/NNS; NEST/NNEST). The authors then explore postmodern and poststructural approaches to identity and inequity that problematize dichotomies, and the implications such approaches might have for addressing inequity and cultivating inclusivity in English language teaching.

International Multilingual Research Journal, 2019

Anzaldúa's (1987, 2002) conceptual lens of "borderland spaces" can contribute greatly to understa... more Anzaldúa's (1987, 2002) conceptual lens of "borderland spaces" can contribute greatly to understanding the complexity of language teaching and learning, in which individuals continually encounter, wrestle with and cross borders of "language," "culture," "place," and "identity" (Rutherford, 1990), as well as affirm and reify them in complex and, in many cases, seemingly conflicting ways. Building on and extending the growing body of research on identity, the current special issue adds to the scholarly conversation on identity in language education, with a focus on the multifaceted, fluid, and performative nature of the negotiation of being and becoming in borderland spaces characterized by movement, change, diversity, hybridity, and tension, and intersectionality. The studies in this issue illustrate how multilingual individuals perform their identities as they perpetuate, resist, patrol, question, and/or challenge the ideologies that both give shape to and reflect discursive and material spaces.

The dominant social, political and educational narrative of 'homogeneous Japan' has been both per... more The dominant social, political and educational narrative of 'homogeneous Japan' has been both perpetuated and challenged by individuals and groups inside Japan and abroad. Transdisciplinary scholarship and critical communal voices have highlighted Japan's history as a site of movement, change, diversity and hybridity. Collectively, these efforts have led to documentation of the diverse ways people negotiate being, becoming and belonging as 'Japanese' and/or as members of Japanese society, and the marginalization individuals and groups have faced due to the homogeneity narrative (e.g., Willis & Murphy-Shigematsu, 2008). The following article presents two researcher-practitioners employing duoethnographic inquiry (Sawyer & Liggett, 2012; Sawyer & Norris, 2013) to dialogue regarding how critical frameworks in applied linguistics and English language teaching (ELT) seek to account for identity negotiation, experience and (in)equity in Japanese society and ELT therein. In sharing, probing, reflecting on and reimagining their stories dialogically, the authors identify and discuss one key concern: in limiting their scope to addressing 'essentialized and idealized nativeness in English' in (albeit in ever-complexified ways), dominant, critically-oriented approaches to theory, research and teaching have rendered individuals' broader negotiations of identity and community membership, and lived experiences with privilege and marginalization in Japanese society, 'invisible.' The authors invite readers to engage with the dialogue herein and reflect on what frames their own 'seeing' (Lather, 1993).

The negotiation of privilege and marginalization in the field of English language teaching (ELT),... more The negotiation of privilege and marginalization in the field of English language teaching (ELT), traces back to the field’s sociohistorical construction in and through the British and American colonial agenda of linguistic, cultural, economic, political, religious, educational and ethnic imperialism (Pennycook A The myth of English as an international language. In: Makoni S, Pennycook A (ed) Disinventing and reconstituting languages. Multilingual Matters, Clevedon, pp 90–115 (2007)). ELT was a vehicle by which to privilege British and American colonizers, and create colonial subjects modeled after their own image (Kumaravadivelu 2003; Pennycook 2010). Thus, ELT was predicated upon fluidly intertwined binaries of being, including colonizer/colonized, and Native Speaker (NS)/Non-Native Speaker (NNS). These categories were value-laden, affording linguistic, cultural and academic authority and “superiority” to individuals associated with the category of “NS,” while Othering the identit...

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort... more This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue. .