Facilitating hope and desire through education in displacement contexts: A Participatory Action Research approach to spontaneous language teacher identity development.
This study follows a critical Participatory Action Research (PAR)approach with refugee English language teachers at an Alternative Learning Centre in Indonesia. The critical element of this PAR approach is influenced by Darvin and Norton's (2015) view of identity formation which, in conjunction with the teacher participants' expressed concerns regarding their teacher identities, guided the formulation of the following research questions:
1) In what different ways do spontaneous teachers conceptualise and negotiate their language teacher identities in urban displacement contexts?
2) What factors enable/constrain the formation of language teacher identities for the spontaneous teacher collaborators?