teacher-wellbeing
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- NewsInside Higher Ed24 Jul 2026
On Keeping Sanity and Purpose While Higher Ed and DEI Are Under Attack
Discusses strategies for maintaining well-being and professional purpose in higher education amid ongoing political attacks on diversity, equity, and inclusion initiatives.
Original abstract
<span>On Keeping Sanity and Purpose While Higher Ed and DEI Are Under Attack</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2025-08/GettyImages-2152944484.jpg" width="2121" height="1414" alt="Three wooden blocks with the words "Diversity," "Equity" and "Inclusion" against a red background."> </div> <span><span>Elizabeth Redden</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p>I offer four considerations to help navigate the year ahead.</p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/cameron-c-beatty" hreflang="en">Cameron C. Beatty</a></div> </div> </div>
- PaperTESOL Quarterly12 Jul 2026
Language Teacher Educator Identity, Wellbeing and Agency Nested in a Community of Practice: A Collaborative Autoethnography
Yasemin Tezgiden‐Cakcak, Aycan Demir‐Ayaz, Işıl Günseli Kaçar
Three language teacher educators in Türkiye used collaborative autoethnography to examine how their community of practice (CoP) helped them navigate identity tensions, boost wellbeing, and enact agency. The CoP provided a collegial space that supported professional empowerment and resilience within neoliberal academia. Findings reconceptualize identity, wellbeing, and agency as interdependent processes nested in a CoP.
Original abstract
In this collaborative autoethnography, we, as three university‐based language teacher educators in Türkiye, explore how our community of practice (CoP) acted as a catalyst in navigating our identity tensions, boosting our wellbeing and contributing to our agency. Grounded in Wenger's (2009) framework of CoP, we embarked on a critical journey of navigating the tensions between our aspired and assigned identities as teacher educators in a dialogic and reflective third space of a CoP. The collegial space of our CoP enabled us to enact our agency and nurtured our wellbeing, embracing us in a safety net of solidarity and empowering us professionally in neoliberal academia. Conceptualizing the identity–wellbeing–agency triangle as a mutual, recursive and interdependent process nested in a CoP, this study showcases how LTEs reclaim their legitimacy, nourish their wellbeing and enact their agency in a safe dialogic space. Such a reconceptualization may bring new insights to LTEs in different contexts.