Titlebook: Criticality, Teacher Identity, and (In)equity in English Language Teaching; Issues and Implicati Bedrettin Yazan,Nathanael Rudolph Book 201

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of inertia, while perpetuating inequalities of access and asymmetries in power relations among learners, teachers and vested stakeholders. We conclude that the work of uncovering dissimulated ideologies in the struggle between monolithism and diversity, structure and agency, oppression and transform

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e” identities are reified, conferred, denied, and performed through everyday interactions (see also Aneja GA, Crit Inq Lang Stud 13(4):351–379, 2016a; TESOL Q 50(3), 572–596, 2016b). I then use (non)native speakering as a lens through which to analyze the significance of the possibilities Anna Marie

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Introduction: Apprehending Identity, Experience, and (In)equity Through and Beyond Binaries,ion in and through the British and American colonial agenda of linguistic, cultural, economic, political, religious, educational and ethnic imperialism (Pennycook A The myth of English as an international language. In: Makoni S, Pennycook A (ed) Disinventing and reconstituting languages. Multilingua

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Power and Ownership Within the NS/NNS Dichotomyin the NS/NNS dichotomy in Taiwan. Bakhtin explicates identity, similar to one who has dialogues with others. One’s identity emerges from appropriating voices which are characterized with status and values; meanwhile, dialoguing creates space for negotiating one’s standpoint. This study comprises my

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