Abstract
This article aims at sharing the preliminary literature review of the main developments related to Intersectional Identities in Colombian English Language Teaching and general educational contexts worldwide. First, I trace the research work concerning the topic at both national and international levels through a bibliometric analysis in Scopus to see the main developments regarding intersectionality from a decolonial perspective. Then, I show through a complementary bibliometric study, 50 articles that were collected from different databases, and the trends found as representation of intersectional studies. The analysis indicates two core trends: (1) Intersectional studies in general educational contexts and (2) Intersectional studies in ELT contexts. Finally, I present how this profiling research study shows that the topic of Intersectional Identities in Colombia seems scarce within the field of ELT.
Publisher
Asociacion Colombiana de Profesores de Ingles - ASOCOPI
Reference57 articles.
1. Amos, Y. T. (2013). Becoming a teacher of color: Mexican bilingual paraprofessionals’ journey to teach. Teacher Education Quarterly, 40(3), 51.
2. Anzaldúa, G. (1987). Borderlands / La frontera: The new mestiza (Aunt Lute).
3. Avraamidou, L. (2020). “I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities, intersections, and negotiations. Journal of Research in Science Teaching, 57(3), 311–341. https://doi.org/10.1002/tea.21593
4. Bazemore-Bertrand, S., & Handsfield, L. J. (2019). Show & tell elementary teacher candidates’ perceptions of teaching in high-poverty schools. Multicultural Education, 26(3–4), 27–37.
5. Brown, L. (2016). An activity-theoretic study of agency and identity in the study abroad experiences of a lesbian nontraditional learner of Korean. Applied Linguistics, 37(6), 808–827. https://doi.org/10.1093/applin/amu075