Dialoguing Teacher Identities Through Duoethnography

• In Event: Translanguaging, Trans-Semiotizing, and Social Semiotic Rehabituation in Plurilingual and Pluricultural Education

Abstract

In mathematical terms, an intersection refers to the point where two lines cross. For women of colour, our identities are greatly impacted by our intersecting positions. For teachers of colour, those intersectionalities of identity are played out within the school and classroom dynamics. There is a notable gap in the research that explores teacher identity and intersectionality (Lawrence & Nagashema, 2020). This paper explores teacher identities from a duoethnographic methodology, that incorporates theories of intersectionality, socio-cultural identity frameworks and a trans-semiotizing lens. A duoethnographic approach allows two researchers, and in this case two South-Asian educators, to dialogue and juxtapose their positions of identity, experiences of racism, colorism and reification and create new meanings.

Author

• Arlene Spracklin, Simon Fraser University