| This study situates English as a second language (ESL) pedagogy at the convergence of the discourses of culture, 'race' and nation in order to understand how these condition students' negotiations of belonging through language, and to think through questions of pedagogy and teacher performativity.;Drawing from feminist postmodern, 'race' and postcolonial theory, I map out the intersecting and diverging narratives of cultural and racial difference that circulate within narrations of the Canadian nation. I proceed to an analysis of a selected body of texts within the published academic discourse of ESL pedagogy. I trace the discursive tropes and semantic sedimentary traces through which ESL students are imagined as subjects of linguistic and cultural difference. In the course of this analysis I build an argument for a re-conceptualization in TESL (Teaching English as a Second Language) theory of the notions of culture and cultural difference which incorporates the articulation of these constructs with subordinating discourses of social difference and particularly those of racism. Furthermore, I assert the importance for ESL teachers to base their pedagogy in integrative antiracism. Finally I apply my argument to a reflection on my own classroom practice. This final discussion grounds an exploration of the implications of integrative antiracism for teacher reflexivity and identifications.;Throughout the thesis are interjected excerpts from interviews conducted with ESL practitioners and consultants engaged in antiracist pedagogy, as well as personal journal excerpts reflecting on issues arising in my ESL pedagogy. |
