Open AccessNon-normative corporalities and transgender identity in English as a Foreign Language student teachers
Author(s) -
Diego Ubaque-Casallas
Publication year - 2020
Publication title -
how
Language(s) - English
Resource type - Journals
ISSN - 0120-5927
DOI - 10.19183/how.27.2.548
Subject(s) - transgender , identity (music) , normative , psychology , inclusion (mineral) , situated , construct (python library) , gender studies , social psychology , pedagogy , sociology , epistemology , psychoanalysis , philosophy , artificial intelligence , computer science , physics , acoustics , programming language
Little international research exists on EFL (English as a Foreign Language) student teachers regarding transgender identity and non-normative corporalities. Similarly, few studies in Colombia have investigated the concept of teacher identity of transgender EFL student teachers to understand this dimension of identity. This study explores the transgender/blind identity of an EFL student teacher. The study took on identity as multiple and fluid to understand how transgender identity serves a lens to shape the process of becoming a teacher. Findings suggest that transgender identity is made from either experiences that modify or re-construct the self. The study revealed that the notion of gender is contested when the idea of transgender works as a personal mechanism to question the existing normativity of one’s own body and the self. Identity is then presented as a series of choices and performances situated in time that are validated in the transgender and blind condition.