Exploring discriminatory practices in ESOL through the lens of intersectionality: the Scottish college context

The theory of intersectionality was first introduced by Crenshaw in 1989 in the field of legal studies and, since then, it has been developed and employed to explore the intersections of different discriminatory practices and its impact on different parts of society. In TESOL, intersectionality has been employed in different contexts to explore the multiple identities of people involved in the profession, students and teachers. However, it seems evident that the field of ESOL in Scotland is largely underexplored, especially research concerned with exploring any discriminatory practices that may affect the teaching staff and the possible impact this can have on students and the profession as a whole. This seems particularly important in the ESOL college sector in Scotland, which has been significantly growing for the last two decades, and where there is a clear emphasis on diversity and inclusion. Therefore, my research aims to explore any discriminatory practices that may occur within the ESOL College context in Scotland from an intersectional perspective, aiming to reflect on the awareness of discrimination within the field and the impact that discrimination may have on students, staff and the future of the profession.