Raising awareness among the TESOL community about the professional identity tensions of women EFL teachers in Africa

Abstract

Abstract This collaborative autoethnographic study explores how three female university English teachers in critical friendship navigated professional identity tensions related to the ideological biases of male faculty members implying that women do not belong in academia because of their gender and the responsibilities it entails in an African context. In a reflective collaborative autoethnography, the women raised awareness among TESOL practitioners, researchers, and educators of their professional identity tensions, which ranged from frustration to isolation. They also shared critical reflections on how they invested in their careers to navigate their professional identity tensions in a male-dominated higher-education environment.