Racialized Emotions in Langauge Teaching: A Case Study with Black Female Teachers

Emoções racializadas no ensino de línguas: um estudo de caso com professoras negras

Layenne Humberto de Oliveira Ana Cláudia Turcato de Oliveira About the authors


In this text, we seek to discuss issues on a topic a little debated in Applied Linguistics - the emotions of black English teachers. Since the advent of the affective turn, studies on identity and emotions have increased exponentially, both in Brazil and abroad (ARAGÃO; BARCELOS, 2018BARCELOS, A. M. F.; ARAGÃO, R. Emotions in language teaching: a review of studies on teacher emotions in Brazil. Chinese Journal of Applied Linguistics, v. 41, n. 4, p. 506-531, 2018). However, there is still a lot to investigate regarding studies between emotions, power relations, and race (AHMED, 2004AHMED, S. The cultural politics of emotion. New York: Routledge, 2004., 2009AHMED, S. Embodying diversity: Problems and paradoxes for Black feminists. Race Ethnicity and Education, v. 12, n. 1, p. 41-52, 2009.; BOLER; ZEMBYLAS, 2003ZEMBYLAS, M. Emotions and teacher identity: a poststructural perspective. Teachers and Teaching: Theory and Practice, v. 9, n. 3, p. 213-238, 2003.). In this sense, this work aims to investigate how the emotions of black English teachers are racialized in different contexts. Therefore, in this case study semi-structured interviews were used and the narratives of three black teachers were analyzed. We conclude that the emotions of these teachers are discursively constituted, influenced by the colonial heritage, producing emotional labor.

Emotions; Race; English

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