Exploring Black Native English Teachers’ Racial Experiences: Phenomenological Case Study in Indonesian Schools

Somariah Fitriani, Adeyemi Adefadeshola Oluwadamilola Victoria Diamond

Abstract


Despite the sustained demand for native English speakers, most educational institutions frequently favor White native teachers due to racial stereotypes, the ideology of native-speakerism, and presuppositions of linguistic superiority. This study aims to explore the racial experiences of Black English teachers in the context of English Language Teaching (ELT) in Indonesia, particularly in private schools and English institutions, focusing on how they are perceived and treated in comparison to their white counterparts. Through interviews with teachers, principals, agency staff, parents and students, this phenomenological case study highlights recurring patterns of discrimination in recruitment practices and social engagement. A qualitative survey also collected data from teachers working with Black native speakers. Participants revealed that despite their qualifications and proficiency in English, Black teachers often encounter microaggressions, have their nativeness questioned, and endure heightened scrutiny. The finding also reveals that principals, students, parents, and the general public continue to favor White English teachers for both pedagogical and commercial reasons due to stereotyping, racial bias, and social constructs that depict white people as superior and more representative than native English speakers. This research critiques the simplistic perception of nativeness by examining lived experiences, prompting educational institutions in Indonesia to reconsider their recruitment strategies to adopt a more inclusive and equitable approach to diversity in English language education. The implications of this research emphasize the need for competency-based recruitment policies, anti-racist education, and the deconstruction of native-speakerism ideology in ELT in Indonesia.


Keywords


Black English teachers; Indonesian schools; Native speaker; Phenomenological case study; Racism

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DOI: http://dx.doi.org/10.21043/jetli.v9i1.36763

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