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Excuse Me, Are You the Teacher?: the Experiences of Racialized Esol Teachers in Private-Language Schools in Toronto

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EXCUSE ME, ARE YOU THE TEACHER?: THE EXPERIENCES OF RACIALIZED ESOL TEACHERS IN PRIVATE-LANGUAGE SCHOOLS IN TORONTO by Vijay Anil Ramjattan A thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of Leadership, Higher and Adult Education Ontario Institute for Studies in Education University of Toronto © Copyright by Vijay Anil Ramjattan 2014 EXCUSE ME, ARE YOU THE TEACHER?: THE EXPERIENCES OF RACIALIZED ESOL TEACHERS IN PRIVATE-LANGUAGE SCHOOLS IN TORONTO Master of Arts 2014 Vijay Anil Ramjattan Department of Leadership, Higher and Adult Education University of Toronto Abstract Like other service workers, racialized English for Speakers of Other Languages (ESOL) teachers in private- language schools are judged on their embodied traits, which are their (perceived) language proficiency and race, sometimes along with other social markers. Research has suggested that because they are not the ideal White, native-English-speaking instructor, racialized teachers usually experience awkward, confusing, and discriminatory encounters in their workplaces. These interactions are racial microaggressions because they send insulting messages to these teachers. Employing a critical race methodology, this study examines the microaggressions that 10 racialized teachers experience in various private ESOL schools in Toronto. Moreover, it looks at how these microaggressions impact the teachers’ professional identities. The findings highlight how the teachers experience a range of microaggressions that occasionally go beyond issues of language and race, all of which promote internal and external identity work. Furthermore, these findings provide the impetus to prevent microaggressions in the ESOL context. ii Acknowledgements No one can accomplish everything alone, and this thesis is certainly no exception. Indeed, even though my name appears as the sole author of this work, I am indebted to a wide array of individuals who have helped me in my thesis journey and must be properly acknowledged. First, I sincerely thank all 10 participants of this study, whose stories were the ultimate resource in answering my research questions. Each of you is like a piece of buried treasure: difficult to find, but greatly cherished when found. In fact, I came to admire all of you as individuals as you shared various aspects of your personal and professional lives with me. I wish you all the best in your future endeavours! In addition to the participants, I am grateful for the expert guidance provided by my thesis committee. To Dr. Kiran Mirchandani, my thesis supervisor, thank you very much for your sage advice and positive support all throughout this thesis journey. From suggesting theories and readings to informing me about various scholars and courses, you always seemed to be many steps of ahead of me in thinking what this thesis can accomplish. And for that, I am forever thankful. Along with Dr. Mirchandani, I wish to thank my second reader and one of my biggest supporters, Dr. Christine Connelly. Equally as grand as your intellect and overall knowledge base is your compassion and optimism. These qualities were certainly evident in your comments and suggestions in all stages of my thesis writing. I am forever thankful to you as well. Aside from my committee members, I also wish to thank the late Dr. Roxana Ng, Angela, Cathy, Loren, Stephanie, Rob, and Dr. Jamie Magnusson from the course entitled, “Decolonization and Transformative Education.” How fortunate I am to have met people like you who taught me how to begin to decolonize (in all senses of the word) in the academic realm and beyond. This thesis is inspired by your many insights, etc., and is hopefully just the beginning of my own decolonizing project. Another set of individuals who has inspired me is my VAC study group. To Alison (A) and Cristina (C), thank you very much for your genuine interest in my research, expert knowledge, and kindness. Amidst our ‘friendly conflicts’ over who was going to pay for coffee, I have come to greatly admire both you as not only amazing graduate students, but also, amazing individuals. iii For the numerous professors and peers that I have met at OISE and the rest of the University of Toronto, please note that I greatly appreciate all of your individual feedback, thoughts, etc., on my research. Furthermore, thank you very much to all of my family, friends, colleagues, and acquaintances who have helped me in various ways such as forwarding recruitment flyers on my behalf and simply being supportive of my research. In particular, I wish to thank my parents, Vishnu and Geeta as well as my sister, Venita for their love and various kinds of support throughout all stages of my research. Thank you very much for allowing me to pursue something in which I find great joy in doing. Even though I have spent the last two years living like a hermit in order to get this thesis done, the above acknowledgements showcase how the following study is truly a group effort. iv Table of Contents Abstract ..................................................................................................................................... ii Acknowledgements .................................................................................................................... iii List of Tables and Appendices ................................................................................................... vii Chapter One: My Narrative as an Introduction to the Study ..................................................... 1 Background: English, Late Capitalism, & Canadian Private-Language Schools .......... 3 Purpose of the Study & Research Questions ............................................................... 10 Significance of the Study .............................................................................................. 11 Organization of the Remainder of the Thesis ............................................................... 12 Chapter Two: The Driving Forces Behind Racial Microaggressions in ESOL ........................... 13 Critical Race Theory and The Three Rs: Race, Racialization, and Racism ................. 13 The Three Rs and Native and ‘Nonnative’ Speakers of English ................................... 30 Embodiment in Service Work and the ESOL Industry .................................................. 57 Concluding Remarks .................................................................................................... 68 Chapter Three: Understanding Racial Microaggressions and Their Impact on Teacher Identities ............................................................................................ 69 What Exactly are Racial Microaggressions? ................................................................. 69 Exploring Microaggressive Themes in the ESOL Literature ............................ 80 Institutional Racism against Racialized Teachers ............................... 80 Complaints and Struggles with Racialized Accents ............................ 83 Student Disappointment with Racialized Teachers ............................. 85 Open Challenges to Teachers’ Authority ............................................ 86 Student Avoidance ............................................................................. 87 Cases of Mistaken Identity and Questioning Teachers’ Backgrounds ...................................................................................... 88 Backhanded Compliments .................................................................. 90 (Teachers’ Professional) Identities, Interpellation, and Identity Work ........................... 91 The Effects of Racial Microaggressions on the Professional Identities of Racialized Teachers .................................................................................... 101 Racialized Teachers’ Professional Responses to Racial Microaggressions ............................................................................................ 103 Contributions of the Current Study to the Existing Literature ........................................ 105 Chapter Four: Methodology ...................................................................................................... 107 What is a Critical Race Methodology & Why is it Useful? ............................................. 107 Setting, Recruitment, and Participants .......................................................................... 113 Angelina .......................................................................................................... 116 Chao ................................................................................................................ 116 Chiyo ............................................................................................................... 117 Josh ................................................................................................................. 117 v Maria ............................................................................................................... 118 Meezy .............................................................................................................. 118 Q ...................................................................................................................... 119 Sharon ............................................................................................................. 119 Yun .................................................................................................................
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