Location
Critical and Culturally Responsible Research (Session 2 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Employing autohistoria-teoria, “a personal essay that theorizes” (Anzaldúa, 2002, p. 578), this paper shares life events of a Vietnamese immigrant queer teacher in TESOL (Teaching English to Speakers of Other Languages). This paper uses Anzaldúa’s (2002) Coatlicue state, a process that helps a person to confront the struggles, the darkness, the pain in their souls, and Thich Nhat Hanh’s (1999) walking meditation, as a theoretical framework. Further, this piece continues to challenge hetero- and homonormativity, sexual and racial oppressions facing queer teachers of color in research and language classrooms (Paiz, 2018), adding another critical teaching story of a queer teacher of color in in TESOL (Nelson, 2006) and in critical queer studies (Bracho & Hayes, 2020; Brockenbrough, 2015).
Keywords
TESOL, Coatlicue state, resistance, meditation, love
Professional Bio
Ethan Trinh (they/them) is a genderqueer, Vietnamese first-generation immigrant graduate student pursuing a PhD in Middle and Secondary Education and a certificate at Women's Studies at Georgia State University. Ethan's works, inspired by Gloria Anzaldúa and Thích Nhất Hạnh, focuses on the intersectionality of gender, race, and ESOL that embraces queerness as a healing teaching and research practice.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Trinh, Ethan T., "Meditating in the Coatlicue state: an autohistoria-teoria of a Vietnamese queer teacher to resist the norms in TESOL" (2020). Georgia Educational Research Association Conference. 27.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/27
Included in
Meditating in the Coatlicue state: an autohistoria-teoria of a Vietnamese queer teacher to resist the norms in TESOL
Critical and Culturally Responsible Research (Session 2 Breakouts)
Employing autohistoria-teoria, “a personal essay that theorizes” (Anzaldúa, 2002, p. 578), this paper shares life events of a Vietnamese immigrant queer teacher in TESOL (Teaching English to Speakers of Other Languages). This paper uses Anzaldúa’s (2002) Coatlicue state, a process that helps a person to confront the struggles, the darkness, the pain in their souls, and Thich Nhat Hanh’s (1999) walking meditation, as a theoretical framework. Further, this piece continues to challenge hetero- and homonormativity, sexual and racial oppressions facing queer teachers of color in research and language classrooms (Paiz, 2018), adding another critical teaching story of a queer teacher of color in in TESOL (Nelson, 2006) and in critical queer studies (Bracho & Hayes, 2020; Brockenbrough, 2015).
