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Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and LearningResearch-as-Social-Practice and the Challenge—and Promise—of Thinking Intersectionally About LGBTQ+ Issues in Language Teaching and Learning

Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning:... [In this chapter, I employ an intersectional lens to critically revisit my study (Moore in The Modern Language Journal 103:428–442, 2019) that investigated how a group of 16 queer learners of Japanese as a second/foreign language made decisions about how to manage their non-normative identities in their classrooms. Using research-as-social-practice as a sensitising theoretical lens, I first reflect on how various familiar aspects of the research process—including the research/interview questions, transcription decisions, and publication as a journal article—were shaped by social forces—including my own positionality, the social justice impetus driving the research, and the constraints of academic publishing—in ways that obscured intersectional complexity. I then revisit the data from a single participant, Roger, turning up the analytic resolution and exploring the intersectional relevance of race and nationality to his experiences learning Japanese as a bisexual man. I show how the strategies Roger employed as he navigated various interlocking networks of power can be better understood through an intersectional lens.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and LearningResearch-as-Social-Practice and the Challenge—and Promise—of Thinking Intersectionally About LGBTQ+ Issues in Language Teaching and Learning

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Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021
ISBN
978-3-030-76778-5
Pages
23 –53
DOI
10.1007/978-3-030-76779-2_2
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter, I employ an intersectional lens to critically revisit my study (Moore in The Modern Language Journal 103:428–442, 2019) that investigated how a group of 16 queer learners of Japanese as a second/foreign language made decisions about how to manage their non-normative identities in their classrooms. Using research-as-social-practice as a sensitising theoretical lens, I first reflect on how various familiar aspects of the research process—including the research/interview questions, transcription decisions, and publication as a journal article—were shaped by social forces—including my own positionality, the social justice impetus driving the research, and the constraints of academic publishing—in ways that obscured intersectional complexity. I then revisit the data from a single participant, Roger, turning up the analytic resolution and exploring the intersectional relevance of race and nationality to his experiences learning Japanese as a bisexual man. I show how the strategies Roger employed as he navigated various interlocking networks of power can be better understood through an intersectional lens.]

Published: Aug 6, 2021

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