Critical race theory, interculturality and power imbalances: Intersectionality in English language education

Hamza R'BOUL, Benachour SAIDI

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

TESOL scholars have made use of the epistemological affordances of critical race theory (CRT) to destabilize the reproduction of Whiteness as a norm associated with native English speakers. Yet, racial hegemony in English is not all that matters in the education of secondary multilingual learners and their teachers as complexities of language-speaking status and language ownership pertain to the critical discussion on race, interculturality and power imbalances. This chapter argues that EFL and ESL classes are intercultural and racialized spaces; that is why concerns about race(ing) have to be thought through its intersection with interculturality as the experiences of the dominant are often centered. Examining how racialized identities are created in English as a foreign/second language through the intersection of CRT, interculturality and power imbalances would further illustrate the social and political dimensions of English language education in perpetuating racial inequalities. This chapter speaks of the power relations and intercultural relations within EFL and TESOL classes. It focuses on university and high school classes considering how the critical engagement with issues of race, interculturality and power imbalances is a complex process that necessitates a certain level of cognitive development on the part of both teachers and students. Copyright © 2024 Taylor & Francis.

Original languageEnglish
Title of host publicationRepresentation, inclusion and social justice in world language teaching: Research and pedagogy for inclusive classrooms
EditorsLillie PADILLA, Rosti VANA
PublisherTaylor and Francis
Pages13-31
ISBN (Electronic)9781003846802
ISBN (Print)9781032422206
DOIs
Publication statusPublished - 2024

Citation

R’boul, H., & Saidi, B. (2024). Critical race theory, interculturality and power imbalances: Intersectionality in English language education. In L. Padilla, & R. Vana (Eds.), Representation, inclusion and social justice in world language teaching: Research and pedagogy for inclusive classrooms (pp. 13-31). Taylor and Francis. https://doi.org/10.4324/9781003361787-3

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