Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies

This paper investigates how an EFL teacher negotiates her identity to adapt to the ‘new work order’ in an English education department at a university in China. From a narrative inquiry perspective, it aims to illuminate the complexity of teacher identity in the context of a reform where teachers must reconcile conflicting selves in order to contend with a workplace in which liberal and traditional pedagogies coexist. The findings show that...