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Iranian Women as English Teachers: A Case Study of Language, Identity, and Power

posted on 11.03.2021, 21:28 authored by Elham Mohammadi Foomani
Factors such as financial independence and education have been extensively studied in relation to women’s empowerment. In this study, I examined the role of English teaching and learning as an empowering factor. I explored the experiences of a group of women English teachers in Iran and how they perceived and positioned themselves through their various experiences. Given its status and practicality, English seemed to bring these women social and educational advantages as well as symbolic power. This study aimed to start a conversation on how women English teachers position themselves in patriarchal societies and to shed light on how the English language and culture influence women’s positioning in relation to local cultures and traditions.


Campus location


Principal supervisor

Marc Pruyn

Year of Award


Department, School or Centre



Doctor of Philosophy

Degree Type