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Post-colonial Complications for Feminist English Language Teaching: An Auto-ethnography from The Sultanate of Oman

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dc.contributor.author Rhodenizer, Jolani
dc.date.accessioned 2018-04-25T15:47:39Z
dc.date.available 2018-04-25T15:47:39Z
dc.date.issued 2011-11
dc.identifier.uri http://hdl.handle.net/10587/1888
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Mount Saint Vincent University en_US
dc.subject English language en_US
dc.subject Teachers en_US
dc.subject Feminist en_US
dc.subject Gulf Arab en_US
dc.subject Post- colonial criticism en_US
dc.subject Western intervention en_US
dc.subject Islam en_US
dc.subject Identity discourse en_US
dc.type Article en_US
dc.title Post-colonial Complications for Feminist English Language Teaching: An Auto-ethnography from The Sultanate of Oman en_US
dc.format.availability Full-text en_US


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