Race And TESOL: Introduction to Concepts and Theories

Authors

  • RYUKO KUBOTA,

    Associate professor
    1. University of North Carolina at Chapel Hill Chapel Hill, North Carolina, United States
    Search for more papers by this author
    • Ryuko Kubota is an associate professor in the School of Education and the Department of Asian Studies at the University of North Carolina at Chapel Hill, United States. Her research interests include culture and politics in second language education, second language writing, and critical pedagogies.

  • ANGEL LIN

    1. University of Hong Kong Hong Kong SAR, China
    Search for more papers by this author
    • Angel Lin is an associate professor in the Faculty of Education at the Chinese University of Hong Kong, China. With a background in ethnomethodology, conversation analysis, and social theory, her theoretical orientations are phenomenological, sociocultural, and critical.


Abstract

The field of teaching English to speakers of other languages (TESOL) brings people from various racialized backgrounds together in teaching, learning, and research. The idea of race, racialization, and racism are inescapable topics that arise in the contact zones created by teaching English worldwide and thus are valid topics to explore in the field. Nonetheless, unlike our peer fields such as anthropology, education, and sociology, the field of TESOL has not sufficiently addressed the idea of race and related concepts. This special topic issue is one of the first attempts in our field to fill the gap. This introductory article will survey key concepts and theories defined and debated in various fields, including race, ethnicity, culture, racialization, racism, critical race theory, and critical White studies, to provide a foundation for future explorations.

Ancillary