Criticality, Teacher Identity, and (In)equity in English Language Teaching
The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue. This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized âassumptionâ in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.., NS/NNS; NEST/NNEST).