Non-normative corporalities and transgender identity in English as a Foreign Language student teachers

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Revista HOW Journal portada volumen 27 número 2 julio a diciembre de 2020 - HOW Journal cover volume 27 number 2 July December
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Published: Aug 31, 2020
DOI: https://doi.org/10.19183/how.27.2.548
Keywords:
blind, EFL, transgender, student teacher, non-normative corporality

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Diego Ubaque-Casallas
Universidad Distrital Francisco José de Caldas
https://orcid.org/0000-0001-8116-9163
Harold Castañeda-Peña
Universidad Distrital Francisco Jose de Caldas
http://orcid.org/0000-0002-6828-8712

Abstract

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.

Article Details

How to Cite
Ubaque-CasallasD., & Castañeda-PeñaH. (2020). Non-normative corporalities and transgender identity in English as a Foreign Language student teachers. HOW Journal, 27(2), 13-30. https://doi.org/10.19183/how.27.2.548
Issue
Vol 27 No 2 (2020): July/December
Section
Research Reports
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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.

Author Biographies

Diego Ubaque-Casallas, Universidad Distrital Francisco José de Caldas

Language teacher and teacher educator who currently works at Universidad Distrital Francisco José de Caldas (Bogotá, Colombia). He holds an MA degree in Applied Linguistics to TEFL from Universidad Distrital Francisco José de Caldas (Bogotá, Colombia).

Harold Castañeda-Peña, Universidad Distrital Francisco Jose de Caldas

He is currently the Director of the Doctorado Interinstitucional en Educación (ELT Education Major) at Universidad Distrital Francisco José de Caldas (Bogotá, Colombia). ASOCOPI President 2017-2018. His research interests revolve around information literacy, videogaming, and gender in ELT. COLCIENCIAS Senior researcher. PhD in Education from Goldsmiths University of London. 

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