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The article outlines professional practices that build critical awareness of teachers-in-training and emphasizes generating critical questions about social and educational injustice in institutions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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central role of intersectionality in this TESOL paper?","Question",{"text":63,"@type":64},"Intersectionality is presented as a powerful framework for analyzing how multiple forms of identity and inequality inter-relate in different contexts, linking those analyses to justice-oriented education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the paper connect intersectionality with social justice pedagogy?",{"text":68,"@type":64},"It argues that intersectionality is not only about identity but also deeply connected to consistently acknowledging and disrupting layered, interlocking inequities affecting multiply-marginalized students.",{"name":70,"@type":61,"acceptedAnswer":71},"What classroom or training practices does the paper encourage?",{"text":72,"@type":64},"It encourages educators to ask how they may create intersectionally oppressive environments, teach about intersecting stereotypes, analyze pedagogical moments structurally, and empower teachers to recognize 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on the concept of intersectionality, which has been used to account for multiple forms of identity and inequality. It argues that intersectionality is a powerful theoretical lens that could be used in analyzing language teachers’ identities and their various contexts. It is also deeply connected to an orientation and understanding of justice. One significant connection that still needs to be explored in TESOL education is how intersectionality and social justice interact. Thus, the paper examines what specific professional practices educators can develop to support the critical awareness of language teachers in training. It concludes that one of the most important tasks for language teacher educators is to help current and future practitioners not only to understand the theory behind intersectional pedagogy, but to generate their own relevant, critical questions about forms of social and educational injustice in schools and other institutional contexts.  \nKeywords: intersectionality, anti-racist pedagogy, intersectional justice pedagogy, TESOL teacher education  \nOriginating in the area of law and in the work by Black scholars, intersectionality essentially criticized  \nthe essentialist model that we could analyze race or gender without acknowledging the experiences of Black women and understanding that the discrimination they experienced was due to both their race and their gender (Crenshaw, 1989) . While it is difficult to provide a singular definition of intersectionality, we use it here to explain how “multiple forms of inequality and identity inter-relate in different contextsand over time, for example, the inter-connectedness of race, class, gender, disability, and so on”(Gillborn, 2015) in terms of identity and justice for a pedagogical framework.  \nRecently, the vibrant scholarship around raciolinguistics (Flores & Rosa, 2015) within English language teaching has posited that understandings around race and language together (rather than one or the other) position language minoritized children in subordinate ways although it must be acknowledged that the terms intersectional or intersectionality are not used. In fact, even if intersectionality has been drawn on extensively in other disciplines, its research and pedagogical implications for English language teachers are just beginning to emerge (Lawrence & Nagashima, 2020) .  \nBy drawing on our perspectives as three second-language teacher educators in different geographic locations of the United States as well as our reading of the applications of intersectionality  \nin teaching and teacher education (e.g., Annamma & Winn, 2019; Haddix, 2015; Knight, 2002; Kulkarni, Nusbaum, & Boda,[1] 2021; Pugach, Gomez-Najarro, & Matewos, 2019), we propose our perspectives of how it can be used by English language teachers and teacher educators in thinking about identity and justice. In terms of the connections between intersectionality and identity, we have witnessed how various identity aspects impact the professional and personal trajectories of our own students who are training to be language teachers. In one of our classrooms, for instance, a female Muslim TESOL student expressed her surprise that some of her professors assumed she could not work in groups with male classmates. Some of her neighbors and even classmates were surprised that Muslim women could be well educated given their religious and ethnic backgrounds. The point this Muslim TESOL student was making to her professors, neighbors, and classmates was that she was not defined by her wearing a hijab; yet, even well-meaning people saw her through her gender and religion only or primarily and ignored other aspects of her identity. Such anecdotes from our classrooms reveal that TESOL students can benefit from raising their critical awareness of the mosaic of social factors that shape their personal and professional identiti","cbCaieoRPEwsPjFt","https://ap.wps.com/l/cbCaieoRPEwsPjFt","pdf",220373,"English","# Intersectionality for TESOL Education - Connecting Theory and Justice Pedagogy\n## Intersectionality: An Overview\n## Intersectionality, Identity, and Justice in TESOL\n## Intersectional Justice Pedagogy: Classroom Applications","[{\"question\":\"What is the central role of intersectionality in this TESOL paper?\",\"answer\":\"Intersectionality is presented as a powerful framework for analyzing how multiple forms of identity and inequality inter-relate in different contexts, linking those analyses to justice-oriented education.\"},{\"question\":\"Why does the paper connect intersectionality with social justice pedagogy?\",\"answer\":\"It argues that intersectionality is not only about identity but also deeply connected to consistently acknowledging and disrupting layered, interlocking inequities affecting multiply-marginalized students.\"},{\"question\":\"What classroom or training practices does the paper encourage?\",\"answer\":\"It encourages educators to ask how they may create intersectionally oppressive environments, teach about intersecting stereotypes, analyze pedagogical moments structurally, and empower teachers to recognize themselves as intersectional advocates.\"}]","Intersectionality for TESOL Education - Connecting Theory and Justice Pedagogy | PDF",1792086729,25]