Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Summer 7-9-2019

Abstract

Although the field of TESOL is not racially neutral this dialectical relational analysis examined (1) what discourses did the authors use to deploy race in the articles in the 2006 TESOL Quarterly Special Issue on Race (TQSIR)? and (2) how do these discourses work to either conform to, or resist white supremacist ideology? Analysis of the texts identified four key discourse: racialization, whiteness, emotional labor of racism, and sonic and optic negation of racism. These discourses were examined in the domains of scholarship, curriculum, teachers, and students. In 21 instances, these four discourses work to resist white supremacist ideology. In five instances, these discourses work to conform to white supremacist ideology. Results point to the need for further research regarding racism in the field of TESOL.

Keywords

Race, TESOL, ESL, Discourse, White Supremacy

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Christine Sims, Ph.D., Co-Chairperson

Second Committee Member

Julia Scherba de Valenzuela, Ph.D., Co-Chairperson

Third Committee Member

Pisarn “Bee” Chamcharatsri, Ph.D.

Fourth Committee Member

Susana Martínez Guillem, Ph.D.

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