Being a Female English Teacher: Narratives of Identities in the Iranian Academy

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Being a Female English Teacher: Narratives of Identities in the Iranian Academy

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dc.contributor.author Khoddami, Fariba en_US
dc.date.accessioned 2011-02-04T11:51:35Z en_US
dc.date.accessioned 2013-03-21T10:47:39Z
dc.date.issued 2010-09-28 en_US
dc.description.abstract Despite the growing interest in the issue of identity formation in the broader TESOL research field, few studies have been concerned with the question of female teachers’ identity formation from a feminist poststructuralist perspective. This study also seeks to further the feminist poststructuralist research within the Iranian TESOL and bridge the substantive gap within the existing literature, which is an almost untouched area of research regarding the teachers’ identity formation. This thesis attempts to explore the construction of identities of eight Iranian female teachers of English and the discourses that shape them through examining their narratives, using data gathered from interviews and email correspondences. In a two-year collaboration with the participants, I applied a feminist poststructuralist conceptual framework to examine the participants’ main subject positions and the prevailing discursive practices that construct them. The research data, collected by individual interviews and email correspondence, indicates the teachers’ identities as multiple, complex, and contradictory. I contend that multiple subject positions stem out of the clash of the multiple discourses that are available to them. Impacted by both gender and professional discourses that sometimes even collide, the findings show how these women struggle to conceive a sense of coherent self. The results of the analysis indicate that the gender and professional discourses are of normative, disciplinary, and individualizing nature. Negotiating identities within themselves and within the complex cultural context they live in, these female teachers are involved in an ongoing process of adjustment, adaptation and resistance. en_GB
dc.identifier.uri http://hdl.handle.net/10036/3004 en_US
dc.language.iso en en_GB
dc.publisher University of Exeter en_GB
dc.rights.embargoreason Temporary embargo to allow publication en
dc.subject teacher identity en_GB
dc.subject TESOL en
dc.subject poststructuralist feminism en
dc.subject female teachers en
dc.subject Iran en_US
dc.title Being a Female English Teacher: Narratives of Identities in the Iranian Academy en_GB
dc.type Thesis or dissertation en_GB
dc.date.available 2012-08-31T04:00:05Z en_US
dc.date.available 2013-03-21T10:47:39Z
dc.contributor.advisor Troudi, Salah en_US
dc.publisher.department Graduate School of Education en_GB
dc.type.degreetitle EdD in TESOL en_GB
dc.type.qualificationlevel Doctoral en_GB
dc.type.qualificationname EdD en_GB


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