Consumerist discourses on social media and language teacher educator identity tensions

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH TESOL Journal Pub Date : 2024-09-15 DOI:10.1002/tesj.877
Juyoung Song, Hassan Nejadghanbar
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Abstract

This study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three years. The data consist of extensive email discussions and four online meetings between the authors over one year. The analysis of Hassan's narratives reveals dominant social media discourses emphasizing sameness, omniscience, and commercialized luxurious lifestyles. These discourses often equate social media visibility with professional qualifications, pressuring Hassan to conform to trends that conflict with his sense of professionalism and authenticity. Hassan's emotional struggles and identity tensions led to critical reflection and ongoing negotiation of his professional identity. The findings underscore the need for professional development programs that support LTEs in navigating the pressures of self‐branding while maintaining their professionalism. Additionally, the study calls for further research into the long‐term effects of social media on professional identity and well‐being across diverse cultural and institutional contexts.
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社交媒体上的消费主义言论与语言教师教育者身份的紧张关系
本研究探讨了新自由主义和消费主义意识形态下的社交媒体话语对语言教师教育者(LTE)身份协商的影响。通过合作案例研究,本研究考察了哈桑(第二作者)三年来在伊朗英语教学(ELT)环境中使用社交媒体的经历。数据包括作者之间一年多的大量电子邮件讨论和四次在线会议。对哈桑叙述的分析揭示了社交媒体的主流话语,这些话语强调同一性、全知全能和商业化的奢华生活方式。这些论述往往将社交媒体的知名度等同于专业资格,迫使哈桑顺应潮流,而这与他的专业精神和真实感相冲突。哈桑的情感挣扎和身份紧张促使他对自己的专业身份进行批判性反思和持续协商。研究结果突出表明,有必要制定专业发展计划,支持长期教育工作者在保持专业性的同时,应对自我品牌塑造的压力。此外,本研究还呼吁进一步研究社交媒体在不同文化和机构背景下对职业身份和福祉的长期影响。
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来源期刊
TESOL Journal
TESOL Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
7.10%
发文量
54
期刊介绍: TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.
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