ABSTRACT

This collaborative case study examines the development of anti-oppressive pedagogies for in-/preservice language teachers. We examine oppression in our study in connection with the socio-political-historical contexts in which it operates (Liu, 2017). The conceptual framework is structured to engage with these different layers. We draw from white settler colonialism studies (Veracini, 2017) as the foundation for understanding the important roles of intersectionality (Crenshaw, 1991) and anti-oppressive education (Kumashiro, 2000, 2002, 2013)—in particular critical consciousness (Gay & Kirkland, 2003)—for unpacking the complexities surrounding identity work in language teacher education. The research was conducted in two language teacher education classrooms in Iowa and North Carolina. The collaborative design, where both researchers and students interacted throughout the semester-long study, allowed for increased researcher reflexivity and critical community building across sites. Findings suggest that this intersectional identity work in language teacher education shows promise as a means of equipping in-/preservice teachers to access and implement anti-oppressive pedagogy for TESOL education.