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Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies
ARTICLE

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TATE Volume 27, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper investigates how an EFL teacher negotiates her identity to adapt to the ‘new work order’ in an English education department at a university in China. From a narrative inquiry perspective, it aims to illuminate the complexity of teacher identity in the context of a reform where teachers must reconcile conflicting selves in order to contend with a workplace in which liberal and traditional pedagogies coexist. The findings show that teachers need to shift their identities to survive change. Exclusion from the workplace community of practice can be seen as an alternative form of participation in the reform practices.

Citation

Liu, Y. & Xu, Y. (2011). Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education: An International Journal of Research and Studies, 27(3), 589-597. Elsevier Ltd. Retrieved June 17, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.10.013

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