Hybrid professional identities: exploring non-native English-speaking teachers' lived experiences through the Cyborg Manifesto.
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| Title: | Hybrid professional identities: exploring non-native English-speaking teachers' lived experiences through the Cyborg Manifesto. |
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| Authors: | Nigar, Nashid1 (AUTHOR) Nashid.Nigar@gmail.edu, Kostogriz, Alex1 (AUTHOR), Hossain, Imona2 (AUTHOR) |
| Source: | Pedagogy, Culture & Society. Oct2025, Vol. 33 Issue 5, p1745-1767. 23p. |
| Subject Terms: | *English teachers, *Educational equalization, *Multicultural education, *Educational change, Professional identity, Phenomenology, Transhumanism, Identity (Psychology) |
| People: | Haraway, Donna Jeanne 1944- |
| Abstract: | Drawing on Donna Haraway's 'Cyborg Manifesto' and employing a hermeneutic phenomenological narrative enquiry approach, this article examines the complex professional identities of 'non-native English-speaking (English) teachers (NNESTs) from immigrant backgrounds who speak English as an additional language in the Australian education system. Challenging the traditional binary division between native English-speaking teachers (NESTs) and NNESTs, this research reveals that NNESTs' identities are fluid and multifaceted, akin to cyborgs, shaped by socio-historical discourses and influenced by determinants such as reflexivity, agency, and hybridity. NNESTs disrupt the established hierarchy in English language teaching, promoting inclusivity through their hybrid professional practices, driving pedagogical innovation, and contributing to the globalisation of education. Like cyborgs, they challenge traditional power structures and native speaker constructs, fostering a more equitable educational environment. This article endorses the recognition of 'hybrid professional becoming' in policy, practice, and teacher education, promising the development of intercultural teacher capabilities and inclusive, innovative, and equitable educational practices that enrich students' English language learning experiences and reshape the field in alignment with Donna Haraway's Cyborg Manifesto. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187998192 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Hybrid professional identities: exploring non-native English-speaking teachers' lived experiences through the Cyborg Manifesto. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nigar%2C+Nashid%22">Nigar, Nashid</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Nashid.Nigar@gmail.edu</i><br /><searchLink fieldCode="AR" term="%22Kostogriz%2C+Alex%22">Kostogriz, Alex</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hossain%2C+Imona%22">Hossain, Imona</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Oct2025, Vol. 33 Issue 5, p1745-1767. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Transhumanism%22">Transhumanism</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Haraway%2C+Donna+Jeanne+1944-%22">Haraway, Donna Jeanne 1944-</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Drawing on Donna Haraway's 'Cyborg Manifesto' and employing a hermeneutic phenomenological narrative enquiry approach, this article examines the complex professional identities of 'non-native English-speaking (English) teachers (NNESTs) from immigrant backgrounds who speak English as an additional language in the Australian education system. Challenging the traditional binary division between native English-speaking teachers (NESTs) and NNESTs, this research reveals that NNESTs' identities are fluid and multifaceted, akin to cyborgs, shaped by socio-historical discourses and influenced by determinants such as reflexivity, agency, and hybridity. NNESTs disrupt the established hierarchy in English language teaching, promoting inclusivity through their hybrid professional practices, driving pedagogical innovation, and contributing to the globalisation of education. Like cyborgs, they challenge traditional power structures and native speaker constructs, fostering a more equitable educational environment. This article endorses the recognition of 'hybrid professional becoming' in policy, practice, and teacher education, promising the development of intercultural teacher capabilities and inclusive, innovative, and equitable educational practices that enrich students' English language learning experiences and reshape the field in alignment with Donna Haraway's Cyborg Manifesto. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14681366.2024.2409731 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1745 Subjects: – SubjectFull: English teachers Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Multicultural education Type: general – SubjectFull: Educational change Type: general – SubjectFull: Professional identity Type: general – SubjectFull: Phenomenology Type: general – SubjectFull: Transhumanism Type: general – SubjectFull: Identity (Psychology) Type: general – SubjectFull: Haraway, Donna Jeanne 1944- Type: general Titles: – TitleFull: Hybrid professional identities: exploring non-native English-speaking teachers' lived experiences through the Cyborg Manifesto. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nigar, Nashid – PersonEntity: Name: NameFull: Kostogriz, Alex – PersonEntity: Name: NameFull: Hossain, Imona IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14681366 Numbering: – Type: volume Value: 33 – Type: issue Value: 5 Titles: – TitleFull: Pedagogy, Culture & Society Type: main |
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