Exploring transnationality as a resource for promoting social justice in language teacher identity construction: Insights from an inquiry group

This study explored the transnational identities of six English language teachers in an Egyptian university context, using an identity-focused teacher inquiry group. Grounded in the theoretical frameworks of identity as critical pedagogy, and transnationality as a disposition that can be cultivated, narrative analysis revealed insights into what a transnational disposition entails, and how teachers (can) draw on their transnationality as a resource for promoting social justice in their work. Specifically, three prominent themes emerged: the adoption of humanizing teaching approaches, the bridging of cultural divides, and the promotion of transformative teaching. Implications for pedagogizing language teacher identity are discussed.

Automated summary

This study investigates the transnational identities of six English language teachers in an Egyptian university context and finds that adopting humanizing teaching, bridging cultural divides, and promoting transformative teaching are ways in which teachers can utilize their transnationality to promote social justice.