%0 Journal Article
%T Teachers¡¯ identities under the magnifying glass in the EFL field: Crossing intellectual borders
%J -
%D 2017
%R https://doi.org/10.14483/calj.v19n1.11600
%X Abstract (en_US) As a coeditor of CALJ, I would like to draw your attention to the rising importance of identity studies in the EFL setting and their contribution to the field. The Socratic imperative ¡°know thyself¡± has inspired teacher researchers around the world (Benwell & Stokoe, 2006; Cheung, 2015; Johnson & Golombek, 2016; Norton, 2013) to raise awareness towards knowledge-power relations affecting our own constitution as subjects (Foucault, 1980). From a post-structuralist view, the comprehension of identity as something not given but constituted has illuminated a type of research more interested in revealing how interior and exterior forces¡ªin Deleuze¡¯s (1993) words¡ªinfluence our constitution as subjects of a practice. In the field of EFL, research examining identity contributes to the understanding of who English teachers and learners are and how these identities are related to the teaching and learning process
%U https://revistas.udistrital.edu.co/index.php/calj/article/view/11600