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An EFL Student-Teacher’s Cuir Identity: Narratives From a Pedagogical Practicum Experience
Identidad cuir de un profesor practicante de inglés: estudio narrativo desde una experiencia de práctica docente
DOI:
https://doi.org/10.15446/profile.v26n2.110685Keywords:
identity, language teaching, student-teachers, teacher education (en)enseñanza de idiomas, estudiantes-maestros, formación docente, identidad (es)
This article analyzes the cuir identity of an EFL student-teacher within the context of his pedagogical practicum. We adopt the term cuir as an analytical category to explore how notions of teacher identity and language pedagogy are mutually constructed. The paper challenges the traditional language pedagogy paradigm and its binary-disciplinary and heterosexist constructions of standardization. The findings documented that the construction of cuir emerges from the experiences in the body in oppressive situations. Also, a cuir identity is sometimes not risked on certain occasions and, in others, is enacted in transgressive ways through pedagogical practices. This study discusses how the cuir can be articulated with education, traditionally seen as a locus for normalization, dis-gendering, and dis-embodiment.
Este artículo analiza la identidad cuir de un profesor practicante de inglés en el contexto de su práctica pedagógica. Adoptamos el término cuir como categoría analítica para explorar la construcción mutua de las nociones de identidad docente y pedagogía de lengua. El artículo desafía el paradigma de pedagogía de lengua tradicional y sus construcciones binarias-disciplinarias y heterosexistas de estandarización. Los hallazgos revelaron que lo cuir emerge de las experiencias en el propio cuerpo en situaciones opresivas. Asimismo, una identidad cuir no se arriesga en ciertas ocasiones y, en otras, se escenifica de manera transgresora a través de las prácticas pedagógicas. Este estudio discute cómo lo cuir puede articularse con la educación, tradicionalmente vista como un espacio de normalización, desgenerización y descorporeización.
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1. Miguel Martínez-Luengas, Andrés Felipe Micán-Castiblanco. (2026). A Systematic Review of Narrative Studies in the English Language Teaching Field in Latin America. Profile: Issues in Teachers' Professional Development, 28(1), p.215. https://doi.org/10.15446/profile.v28n1.119579.
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