Negotiating Third Spaces of Institutional Belonging: A Collaborative Autoethnography of Expatriate Language Teacher-Scholars

In this collaborative autoethnography (CAE), we explore how institutions shape our sense of belonging as expatriate language teacher-scholars. Using Bhabha’s (۱۹۹۴) Third Space Theory as a theoretical lens, we, three expatriate language teacher-scholars from diverse linguistic, cultural, and professional backgrounds, engaged in critical dialogue and reflection to analyze our personal narratives. Our findings indicate that institutions profoundly influence our sense of belonging through multiple interconnected factors, including language(s) used, professional recognition and support, collegial relationships, and employment stability. Institutions that proactively provided supportive measures—such as language assistance, acknowledgment of professional expertise, and secure employment conditions—significantly enhanced our feelings of inclusion. Conversely, the absence of such support often reinforced our experiences of isolation and exclusion. This CAE underscores the necessity of institutional practices that actively cultivate inclusive environments, accommodating the unique needs of expatriate educators and facilitating their professional and emotional integration. Ultimately, our findings highlight the dynamic, ongoing negotiation of hybrid identities within institutional third spaces.

Keywords:

teacher identity , emotions , teaching beliefs , native-speakerism , narrative inquiry