Navigating identity and agency through English Education: Narrative inquiry of an Indonesian migrant worker in Kuwait's Kafala system

Kuwait Migrant domestic workers in Kuwait experience systemic exploitation under the Kafala system, which severely limits their autonomy and prospects for social mobility. This study explores the transformative journey of Lina, an Indonesian migrant worker who navigated identity formation and agency through education, ultimately transitioning from domestic labor to an educator. Employing narrative inquiry grounded in the theories of investment in learning and quiet agency, the research draws on in-depth interviews to examine Lina's experiences within Kuwait's restrictive labor framework. Findings reveal that education, particularly English language learning, served as a vital empowerment tool, enabling Lina to overcome structural inequalities, reconstruct her identity, and advance professionally. Her story underscores the significance of resilience, social support, and strategic educational investment in challenging entrenched labor hierarchies. These insights offer valuable implications for policymakers, practitioners, and educators committed to supporting migrant workers' rights, enhancing equitable access to education, and promoting career advancement within restrictive labor contexts.