Language Teacher Educators' Intersectional Identities and Emotional Lives: From Individual Counternarratives to a Grand Counternarrative

ABSTRACT In this paper, we examine the underexplored topic of language teacher educator (LTE) emotions and intersectionality through our individual counternarratives to show how intersectionality and emotions have shaped our own experiences, trajectories, and ideologies as LTEs. We also propose some larger ideas and themes in the form of a grand counternarrative as and for LTEs through the cumulative threads of our individual and local counternarratives. The three themes or dimensions we offer for a grand counternarrative are that of the importance of our raciolinguicized bodies, our gendered identities, and intersectional advocacy as LTEs. We demonstrate how intersectionality enables us to individually and collectively work through our storied emotions that empower us or hold us back and conclude the paper by underscoring the importance of hyper‐reflexivity for LTEs to reflect on what may be missing in our and others' counternarratives and a grand counternarrative.