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Teaching through Trauma: English Teachers Navigating Affective Regimes in Post-Earthquake Türkiye

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Title: Teaching through Trauma: English Teachers Navigating Affective Regimes in Post-Earthquake Türkiye
Language: English
Authors: Merve Özçelik (ORCID 0000-0001-7626-5492)
Source: TESOL Quarterly. 2026 60(1):S79-S103.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Language Teachers, Second Language Instruction, English (Second Language), Seismology, Natural Disasters, Teacher Attitudes, Resilience (Psychology), Grief, Emotional Response, Trauma, Trauma Informed Approach, Humanism, Patriotism, Well Being, Relocation, Caring
Geographic Terms: Turkey
DOI: 10.1002/tesq.70050
ISSN: 0039-8322
1545-7249
Abstract: This study explores how English as a Foreign Language (EFL) teachers in post-earthquake Türkiye narrated their experiences of loss, survival, and teaching within state-imposed affective regimes. Drawing on an affective--discursive analysis of Ministry of National Education (MoNE) documents and media texts, the study first investigates how "feeling rules" (Benesch, 2017) shaped expectations of resilience, sacrifice, and continuity while erasing teachers' own grief. Theoretically, the analysis engages with Ahmed's (2004, 2014) account of affective economies, Butler's (2016) notion of grievability, and emotion labor scholarship in TESOL to trace how grief and vulnerability are rendered illegible or reframed as loyalty to the nation. Next, using narrative analysis, I examine interviews with 11 English teachers who survived the disaster. The narrative analysis foregrounds three ways teachers negotiated these affective demands: narrating trauma through embodied and temporal disruptions that made grief present in their lives; reclaiming humanity by rejecting sacrificial discourses and asserting their right to vulnerability; and contesting patriotic mourning by navigating pressures to frame colleagues as martyrs or to remain in devastated regions as proof of loyalty. The findings call for trauma-informed TESOL that centers teacher wellbeing, reframes relocation and curricular adaptation as rights, and recognizes teachers not only as resilient caregivers but as grieving human beings entitled to care.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508897
Database: ERIC
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  Data: Teaching through Trauma: English Teachers Navigating Affective Regimes in Post-Earthquake Türkiye
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  Data: <searchLink fieldCode="AR" term="%22Merve+Özçelik%22">Merve Özçelik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7626-5492">0000-0001-7626-5492</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%22"><i>TESOL Quarterly</i></searchLink>. 2026 60(1):S79-S103.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 25
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Seismology%22">Seismology</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+Disasters%22">Natural Disasters</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Grief%22">Grief</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Humanism%22">Humanism</searchLink><br /><searchLink fieldCode="DE" term="%22Patriotism%22">Patriotism</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Relocation%22">Relocation</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 10.1002/tesq.70050
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  Data: 0039-8322<br />1545-7249
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  Data: This study explores how English as a Foreign Language (EFL) teachers in post-earthquake Türkiye narrated their experiences of loss, survival, and teaching within state-imposed affective regimes. Drawing on an affective--discursive analysis of Ministry of National Education (MoNE) documents and media texts, the study first investigates how "feeling rules" (Benesch, 2017) shaped expectations of resilience, sacrifice, and continuity while erasing teachers' own grief. Theoretically, the analysis engages with Ahmed's (2004, 2014) account of affective economies, Butler's (2016) notion of grievability, and emotion labor scholarship in TESOL to trace how grief and vulnerability are rendered illegible or reframed as loyalty to the nation. Next, using narrative analysis, I examine interviews with 11 English teachers who survived the disaster. The narrative analysis foregrounds three ways teachers negotiated these affective demands: narrating trauma through embodied and temporal disruptions that made grief present in their lives; reclaiming humanity by rejecting sacrificial discourses and asserting their right to vulnerability; and contesting patriotic mourning by navigating pressures to frame colleagues as martyrs or to remain in devastated regions as proof of loyalty. The findings call for trauma-informed TESOL that centers teacher wellbeing, reframes relocation and curricular adaptation as rights, and recognizes teachers not only as resilient caregivers but as grieving human beings entitled to care.
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        StartPage: S79
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Teachers
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Seismology
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      – SubjectFull: Natural Disasters
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Grief
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      – SubjectFull: Emotional Response
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      – SubjectFull: Trauma
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      – SubjectFull: Trauma Informed Approach
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      – SubjectFull: Humanism
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