‘Small’ language teacher emotions between nationalism and neoliberalism

Abstract

Following a critical perspective of viewing emotions as being sociopolitically constituted and ideologically driven, this study explores the emotional experiences of three female Chinese teachers teaching Thai, Vietnamese and Burmese, respectively, in light of China's reconfiguration of a nationalist project that was designed in response to neoliberal globalization. Drawing on ethnographic data that include semi-structured interviews, classroom observation, online interactions and written artifacts, findings from our study revealed that the rising status of ‘small’ languages opens up new spatial and affective imaginations for ‘small’ language teachers to capitalize on their teaching performance and enact their patriotic personae. Despite having to develop neoliberally-oriented bundles of skills, ‘small’ language teachers are subjected to the emotional regime of the academy, imposed through precarious working conditions that result in these teachers having to wrestle with structured vulnerabilities. Drawing on our findings, we argue that ‘small’ language teacher emotions are moralized as an endeavor that sustains China's nation-building process and outward engagement with the Global South. We close by emphasizing the importance of paying attention to nationalism as an important dimension for regulating language teachers' emotions in alignment with neoliberally-driven systems.