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Pentón Herrera, Luis, Becker, Anna, Uysal, Huseyin. (1404). Negotiating Third Spaces of Institutional Belonging: A Collaborative Autoethnography of Expatriate Language Teacher-Scholars. پژوهش های میوه کاری, 13(3 (Special Issue)), 81-101. doi: 10.30466/ijltr.2025.56638.3190
Luis Javier Pentón Herrera; Anna Becker; Huseyin Uysal. "Negotiating Third Spaces of Institutional Belonging: A Collaborative Autoethnography of Expatriate Language Teacher-Scholars". پژوهش های میوه کاری, 13, 3 (Special Issue), 1404, 81-101. doi: 10.30466/ijltr.2025.56638.3190
Pentón Herrera, Luis, Becker, Anna, Uysal, Huseyin. (1404). 'Negotiating Third Spaces of Institutional Belonging: A Collaborative Autoethnography of Expatriate Language Teacher-Scholars', پژوهش های میوه کاری, 13(3 (Special Issue)), pp. 81-101. doi: 10.30466/ijltr.2025.56638.3190
Pentón Herrera, Luis, Becker, Anna, Uysal, Huseyin. Negotiating Third Spaces of Institutional Belonging: A Collaborative Autoethnography of Expatriate Language Teacher-Scholars. پژوهش های میوه کاری, 1404; 13(3 (Special Issue)): 81-101. doi: 10.30466/ijltr.2025.56638.3190

Negotiating Third Spaces of Institutional Belonging: A Collaborative Autoethnography of Expatriate Language Teacher-Scholars

Iranian Journal of Language Teaching Research
دوره 13، 3 (Special Issue)، اسفند 2025، صفحه 81-101    اصل مقاله (1.39 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2025.56638.3190
نویسندگان
Luis Javier Pentón Herrera1؛ Anna Becker2؛ Huseyin Uysal* 3
1University of Aberdeen, UK
2Polish Academy of Sciences, Poland
3The Education University of Hong Kong, Hong Kong
چکیده
In this collaborative autoethnography (CAE), we explore how institutions shape our sense of belonging as expatriate language teacher-scholars. Using Bhabha’s (1994) Third Space Theory as a theoretical lens, we, three expatriate language teacher-scholars from diverse linguistic, cultural, and professional backgrounds, engaged in critical dialogue and reflection to analyze our personal narratives. Our findings indicate that institutions profoundly influence our sense of belonging through multiple interconnected factors, including language(s) used, professional recognition and support, collegial relationships, and employment stability. Institutions that proactively provided supportive measures—such as language assistance, acknowledgment of professional expertise, and secure employment conditions—significantly enhanced our feelings of inclusion. Conversely, the absence of such support often reinforced our experiences of isolation and exclusion. This CAE underscores the necessity of institutional practices that actively cultivate inclusive environments, accommodating the unique needs of expatriate educators and facilitating their professional and emotional integration. Ultimately, our findings highlight the dynamic, ongoing negotiation of hybrid identities within institutional third spaces.
کلیدواژه‌ها
teacher identity؛ emotions؛ teaching beliefs؛ native-speakerism؛ narrative inquiry
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