{"title":"Consumerist discourses on social media and language teacher educator identity tensions","authors":"Juyoung Song, Hassan Nejadghanbar","doi":"10.1002/tesj.877","DOIUrl":null,"url":null,"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.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"100 1","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"TESOL Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1002/tesj.877","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
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.
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.