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.
Race, TESOL, ESL, Discourse, White Supremacy
Language, Literacy and Sociocultural Studies
Level of Degree
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.
Looney, Ginger A.. "A DIALECTICAL RELATIONAL ANALYSIS OF TESOL QUARTERLY 2006 SPECIAL ISSUE ON RACE: DISCOURSE, RACE, AND WHITE SUPREMACIST IDEOLOGY." (2019). https://digitalrepository.unm.edu/educ_llss_etds/114
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