This book presents the career narratives of an under-researched group of teachers: immigrant Filipino teachers of English working mainly with young and very young learners in Japan. It provides a nuanced and revealing critique of poststructuralist views of identity and proposes recognition theories as an alternative perspective. It explores the role of the community found in language teacher associations in the formation and strengthening of language teacher identity and reveals new insights into morality and social justice in language teacher identity. The narratives of the teachers and the communities of which they are part demonstrate how prejudice affects these teachers’ lives, and how speaking about and celebrating success can affirm individual and group identity.
Tabela de Conteúdo
Introduction
Chapter 1. Researching Language Teacher Identity
Chapter 2. The Changing Japanese Context
Chapter 3. Investment and Recognition
Chapter 4. Language Teacher Group Identity
Chapter 5. Careers, Work, Morality
Chapter 6. Different Perspectives
Chapter 7. Conclusions
Sobre o autor
Alison Stewart is Professor of English Education at Gakushuin University, Japan. Her research interests include language teaching and identity and language teacher associations.
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