Legitimising teacher identity: Investment and agency from an ecological perspective

Abstract

International higher-education systems position teachers in ways that require an ecological perspective to understand the complexities of identity formation. Accordingly, we apply a model of legitimisation that combines Positioning Theory and Bourdieu's analogy of capitals, means/codes, and marketplaces to investigate the roles, identities, and investments of six university teachers in Thailand. Findings from in-depth interviews show that our participants navigate the complexity and fluidity of their positions through a view of identity that puts holistic learning above content or language-related goals. Moreover, despite positioning themselves as individuals, their discourses reflect a common goal for ethical self-formation driven by emotion labour.