Article published In:
Teachers’ Plurilingual Identities in Transnational ContextsEdited by Clea Schmidt and Antoinette Gagné
[Australian Review of Applied Linguistics 38:3] 2015
► pp. 99–105
Edited by Clea Schmidt and Antoinette Gagné
[Australian Review of Applied Linguistics 38:3] 2015
► pp. 99–105
Identities in motion
Rethinking teacher-student identity negotiation in multilingual school contexts
Recent scholarship within the field of applied linguistics highlights the fact that identities are not static but are fluid, multiple, changeable across time and space, and always constructed in relationship to interactions with others. In other words, identities are constantly in motion. This paper presents a framework for examining the notion of ‘identities in motion’ as a core analytic construct in understanding patterns of educational success and failure. This framework is contrasted with the implicit frameworks that have operated in many countries that consign notions of identity negotiation to the margins and focus on ‘educational effectiveness’ as a process of instructional and organisational efficiency in isolation from the historical and current social context.
Keywords: teacher identities, Identity negotiation, power relations
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.
For any use beyond this license, please contact the publisher at [email protected].
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Cited by
Cited by 2 other publications
Donehue, Tracey E.
Sharapat, Sharapat
2022. The Influence of English Learning on Identity (Re)Construction at Chinese Universities. In Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching [Advances in Higher Education and Professional Development, ], ► pp. 353 ff. 
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