From Awareness to Action: A Case Study on Becoming an Anti-Racist and Culturally Responsive EFL Teacher

This article investigates the identity development of a Korean EFL teacher who sought to become a culturally responsive and anti-racist educator. Using a post-structural framework of language teacher identity and agency, this case study explores how intercultural experiences, racial awareness, and exposure to critical pedagogy shaped her professional trajectory and transformed her teaching practices. Data collected from interviews, reflection notes, and teaching materials demonstrate that teacher agency, linking personal encounters with racism to classroom practices, played a pivotal role in reshaping her pedagogical approach. The findings show how a teacher from a racially homogeneous and monolingual society integrated anti-racist perspectives into her pedagogy, challenged dominant discourses in textbooks and media, and fostered critical engagement among learners. This study argues that anti-racist pedagogy not only supports equitable and inclusive language education but also empowers teachers as agents of social change. The research underscores the importance of cultivating hyper self-reflexivity in teacher education programs to prepare educators for culturally responsive and socially just pedagogy.