Intersectionality in Language Teacher Identity

Over recent decades, research in Language Teacher Identity (LTI) has switched to a poststructural landscape in which LTIs are seen as fluid, emerging identities capable of negotiation and transformation depending on the discursive context. This has brought more attention to systemic marginalization and oppression of language teachers based on identifiers such as race and language status, gender and sexual orientation, and more recently able-bodiedness. These formerly separate research arenas are now being combined as understanding of intersectional approaches is increasing. In this chapter, we will give an overview of the current state of play in LTI pertaining to conceptions and uses of intersectionality. After outlining the relevant histories and concepts, we will highlight the epistemological, ontological and practical challenges that face intersectionality researchers in the ELT and LTI fields. This will be followed by suggestions for overcoming the current challenges and taking these fields forward. It is our hope that by contextualising intersectional approaches and localising them for the ELT and LTI fields that an intersectionality that truly fits the needs of ELT and LTI researchers can start to emerge.