Research Information System
TESOL Journal, vol.16, no.1, pp.1-12, 2025 (ESCI)
Cultivating an anti-racist praxis necessitates English language educators placing a paramount awareness of their racial identitydevelopment. This autoethnography explores how my ongoing racial identity development has informed my critical racial praxis.Having grown up among ethnically and religiously dominant groups (i.e., Turkish, Sunni) in Türkiye, I have internalized mul-tifaceted overt and/or covert forms of personal, institutional, and epistemological racism. Transnationally, however, I have beenracialized as a non-native-English language (teacher) educator of color. In this autoethnography, I unveil the interplay betweenthe privileged and marginalized parts of my identity in the national and transnational context. As a mid- career woman criticallanguage teacher educator working at a public university in Türkiye, I work in a sociocultural climate dominated by authoritar-ian neoliberalism. Despite experiencing tensions in enacting my agency, I engage in critical racial praxis, benefiting from therelatively democratic atmosphere of my university. My critical praxis has three pillars: critical reflection, dialogic relationship-building, and critical action. Analysis of my narratives indicates an intricate relationship between my identity, agency, andpraxis, encouraging teacher candidates to adopt teacher identity as a transformative intellectual.