(Re)constructing critical english teacher identity in the context of russian nationalism: an autoethnographic study

Abstract

This autoethnographic study is devoted to the process of transformation and (re)construction of my critical identity as an English teacher. Special attention is paid to how this process interacts with the broader discourse of Russian nationalism in the field of language education. The research, based on the principles of socio-critical perspective and social constructivism, shows that the teacher's identity is not static, but is constantly shaped by personal, professional and sociopolitical factors. The paper analyzes five key "turning points" in my life: Early Struggles and the Decision to Become a Teacher, Intercultural encounters and multilingual practice, War and Political Awakening, Living in Colombia and Identity Shifting, Master’s Program and Critical Pedagogical Shift. The study shows that interaction with the discourse of Russian nationalism became a catalyst that forced me to move from passive acceptance to an active position, a deeper understanding of the political nature of language and education, as well as the formation of a humanistic and ethical pedagogical position. The aim of the work is to inspire other teachers to critically reflect and consciously participate in the formation of a more equitable and inclusive educational space, where students are taught not what to think, but how to think—with compassion, doubt, and courage.