"The Walled Fortress: An Autoethnography Of An International Student Who Became An Esl . . ." by Elizabeth Ann Corah-Hopkins

Access Type

Open Access Dissertation

Date of Award

January 2014

Degree Type

Dissertation

Degree Name

Ed.D.

Department

Curriculum and Instruction

First Advisor

Sandra Gonzales

Abstract

Through autoethnographic research, I conduct an intimate investigation into my experience as a sojourner college student in West Germany to see how my emotive response to that experience and its associated sense of self work to generate a deeper and more empathetic understanding of my role as an English as a second language (ESL) professional. I employ a layered account whereby I weave personal narrative, poetry, and sketching into academic writing so as to reach the emotive core of the research. I explore complex discriminatory relations in the classroom and beyond and learn how I as an ESL professional have played an active role in perpetuating power imbalances. I demonstrate the emotional process of noticing my privileged position and how a fresh mindfulness of power relations in the classroom can affect teacher instruction and reflection.

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