What does this research mean for the field?

Queer Native English-speaking teachers in South Korea navigate heteronormative and racialized educational systems by contextually calibrating their visibility and employing quiet acts of resistance to foster inclusive pedagogy. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine how queer Native English-speaking Teachers negotiate identity, pedagogy, and professional legitimacy across diverse educational contexts in South Korea.

September 5, 2026Journal of Language Identity & Education

Queer Native English-Speaking Teachers in South Korea: A Narrative Inquiry of Visibility, Pedagogy, and Professional Legitimacy

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Authors

FWF. Kingdon Ward WOWayne O’Connell

Discussion

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Overview

Narrative inquiry reveals how queer native English teachers navigate identity and institutional constraints in South Korea, highlighting needs for inclusive policy reform.

Key Points

To examine how queer Native English-speaking Teachers negotiate identity, pedagogy, and professional legitimacy across diverse educational contexts in South Korea.
Conducted a narrative inquiry using in-depth interviews with three queer Native English-speaking Teachers working across three settings: a hagwon, an international school, and a university (N=3).
Analyzed qualitative data through the theoretical lenses of queer theory, intersectionality, and post-structural views of identity.
Participants actively calibrated their visibility depending on institutional norms, utilizing strategic ambiguity to navigate professional environments.
Queerness informed inclusive instructional practices, serving as a pedagogical asset while simultaneously exposing teachers to vulnerability under systemic gender, racial, and linguistic constraints.
Teachers resisted heteronormative and racialized expectations by quietly reconfiguring their professional roles to build affirming classroom spaces.

Cite This Study

Ward et al. (2026) studied this question.

synapsesocial.com/papers/6a9bd3e16b95aff0620eb1db https://doi.org/10.1080/15348458.2026.2724931

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September 5, 2026Journal of Language Identity & Education

Queer Native English-Speaking Teachers in South Korea: A Narrative Inquiry of Visibility, Pedagogy, and Professional Legitimacy

View Full Paper

Ask AI

Bookmark

Authors

FWF. Kingdon Ward WOWayne O’Connell

Discussion

Member takes

Overview

Narrative inquiry reveals how queer native English teachers navigate identity and institutional constraints in South Korea, highlighting needs for inclusive policy reform.

Key Points

To examine how queer Native English-speaking Teachers negotiate identity, pedagogy, and professional legitimacy across diverse educational contexts in South Korea.
Conducted a narrative inquiry using in-depth interviews with three queer Native English-speaking Teachers working across three settings: a hagwon, an international school, and a university (N=3).
Analyzed qualitative data through the theoretical lenses of queer theory, intersectionality, and post-structural views of identity.
Participants actively calibrated their visibility depending on institutional norms, utilizing strategic ambiguity to navigate professional environments.
Queerness informed inclusive instructional practices, serving as a pedagogical asset while simultaneously exposing teachers to vulnerability under systemic gender, racial, and linguistic constraints.
Teachers resisted heteronormative and racialized expectations by quietly reconfiguring their professional roles to build affirming classroom spaces.

Cite This Study

Ward et al. (2026) studied this question.

synapsesocial.com/papers/6a9bd3e16b95aff0620eb1db https://doi.org/10.1080/15348458.2026.2724931

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