Situating the Discourses of Privilege and Marginalization in the Lives of Two East Asian Women Teachers of English

Autor/in	Park, Gloria
Titel	Situating the Discourses of Privilege and Marginalization in the Lives of Two East Asian Women Teachers of English
Quelle	In: Race, Ethnicity and Education, 18 (2015) 1, S.108-133 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2012.759924
Schlagwörter	Asians; Females; Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Turkish; Disadvantaged; Study Abroad; College Entrance Examinations; Native Language; Race; Personal Narratives; Self Concept; Masters Programs; Graduate Students; Social Capital; Teacher Education Programs; Interviews; Diaries; Foreign Countries; Turkey; United States + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Weibliches Geschlecht; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Türkisch; Studies abroad; Auslandsstudium; Aufnahmeprüfung; Rasse; Abstammung; Erlebniserzählung; Selbstkonzept; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Sozialkapital; Interviewing; Interviewtechnik; Diary; Tagebuch; Ausland; Türkei; USA
Abstract	Using a narrative approach (i.e., Clandinin and Connelly 2000; Dewey 1938 [1963]), this article explores the identity constructions and negotiations of two East Asian women teachers of English in MATESOL programs. The focus of this article explores the ways in which the two women's privileged experiences coexisted with issues of marginalization once they entered English speaking contexts. The work of Kumashiro and Bourdieu provides the theoretical foundation for exploring the discourses of privilege and marginalization that are weaved into the lives of the EAWTCs. Using the women's narrative accounts collected during 2004-2005 AY, the core of the analyses focuses exclusively on the different forms of marginalization these women negotiate in reconstructing their identity within English/Turkish as second language spaces (both study abroad and graduate programs) and the ways in which Bourdieu's forms of capital play out in the intersection of privilege and marginalization. I conclude with discussions around these intersections focusing on: (1) two faces of college entrance examinations; (2) language and race; and (3) capital, habitus, and identity in the graduate programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10