The book, Female Leadership Identity in English Language Teaching: Autoethnographies of Global Perspectives to which I am privileged to write the foreword is about the female voice in a search for identity and leadership, particularly as English language teachers by women of various cultures, backgrounds and languages spoken, as they engage in autoethnographic analyses of their experiences as emerging on a global stage.
Voice as grounded in autoethnography is as elusive as it is complex, controversial, and often contradictory – so beautifully shown here through the authors’ words and descriptions of challenges; instructive, yet deeply personal. Without these challenges as the authors describe, without these experiences, their chances to become “practicing leaders” with their own identities, particularly in the field of ELT, is that much more difficult. But the authors in this volume push, sharing their voices through autoethnography in a quest for one’s own identity as they seek out leadership roles; roles that perhaps taken on by women across the globe would ameliorate the horrific conditions many humans endure.
This is not a minor statement. In this increasingly global society, where war, immigration, climate change, and some male leaders who are becoming increasingly willing to perpetuate inequity and inequality by any means, women in leadership roles must take center stage.
Beautifully written, this volume is a must for scholars, teachers, and community activists, as we not only learn the power of autoethnography, but also as we work toward a collective voice and vision through telling our stories in a chance to become leaders to change the world.
This book is being published at a crucial time in our world. Read, reflect, listen.
Brett Elizabeth Blake Professor, TESOL & Literacy St. John’s University Queens, NY