The Fluid Identity Construction of Non-Thai Male English-User Teachers in Thailand
Issued Date
2026-05-01
Resource Type
eISSN
21491291
Scopus ID
2-s2.0-105037527175
Journal Title
Journal of Ethnic and Cultural Studies
Volume
13
Issue
3
Start Page
134
End Page
152
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Ethnic and Cultural Studies Vol.13 No.3 (2026) , 134-152
Suggested Citation
Pan Z. The Fluid Identity Construction of Non-Thai Male English-User Teachers in Thailand. Journal of Ethnic and Cultural Studies Vol.13 No.3 (2026) , 134-152. 152. doi:10.29333/ejecs/2887 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/116576
Title
The Fluid Identity Construction of Non-Thai Male English-User Teachers in Thailand
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Abstract
This research explores the construction of non-Thai male English-user teachers’ identities in Thailand, including their professional identities at work and their social identities in daily life. A total of seven non-Thai male English-user teacher participants were involved. Intersectionality was used to examine the intersecting factors that shaped the construction of non-Thai male English-user teachers’ identities. Post-structural discourse analysis was used to elicit the constructions of non-Thai male English-user teachers’ identities. The results first revealed three types of non-Thai male English-user teachers’ professional identities: oppressed, struggling, and privileged. Nationality was the primary factor that caused these three types of professional identities. It intersected with other factors, such as gender, culture, stereotype, and hierarchy. The results also found three types of non-Thai male English-user teachers’ social identities: as a foreigner, situational identity, and multicultural identity. Nationality and culture were the primary factors behind these three types of social identities. They intersected with other factors, such as gender, stereotype, social role, and language ability. The findings of this research revealed the fluidity of non-Thai male English-user teachers’ identities, offering deeper insight into the influence of power dynamics.