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Backing Into Race: Immigration, Identity, and Social Movement Theory in English Language Teacher Education
Abstract
This chapter focuses on more accurate and in-depth analyses of immigration in relation to individual identity factors as a way to better understand the specific role of race in broader relations of power within English language teaching. Using data from a narrative case study to account for various positionalities, this chapter proposes a general framework for English language teacher education that draws on aspects of social movement theory to analyze contextual factors of immigration, such as migration channels, settlement in urban/rural localities and human capital, and transnationalism. By incorporating specific aspects of social movement theory, an intersectional approach to ELT education holds promise of preparing teachers to identify racism, power, and gaps in support for their multilingual students.
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