Post-colonial complications for feminist english language teaching: An auto-ethnography from the sultanate of Oman
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Date
2011-11
Authors
Rhodenizer, Jolani
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
In this thesis, I explore the complex work and lives of feminist English language teachers in Gulf
Arab contexts through interdisciplinary theoretical discussion and auto-ethnographic narrative. I
consider three theoretical bodies of work: post-colonial criticism of and resistance to Western
interventions in Southern contexts, feminism’s (in)compatibility with Islam, and the politics of
teaching English internationally. I highlight the major tenets of each as pertinent to the lives of
English language teachers working outside the West, and explore resulting insights into my own
experience teaching in the Arabian Gulf. I argue that feminist post-colonial and identity
discourse severely restricts feminist educators and methodologies in settings where women’s
rights are at issue in the classroom. Findings of this research provide insight into my own
inaction when teaching Muslim students in the Sultanate of Oman. In conclusion, I draw on
Zuckerman’s concept of xenophiles and Mohanty’s “imagined communities” as a means of
collaboratively addressing women’s issues.
Description
Keywords
English as a Second Language (teaching) , Oman , Women's rights - Islamic Countries