러시아ㆍ유라시아

Using a transnational intersectionality framework that focuses on the interactions of multiple identities, this article reexamines the study conducted in 2017 on the experiences of one female in-service English language teacher in the Ukrainian context. Employing a narrative inquiry approach, using an online autobiography, interviews, and lesson materials, Irene's multiple identities have intertwined with her gendered identity, shaping her experiences. This study's findings show that Irene's transnational gendered identity was influenced by her educational and professional paths, her position in the language teaching field, and various social identities. Irene used language strategically and negotiated power relations professionally to navigate her transition to becoming a transnational English language teacher. Moreover, she found a complex relationship between a teacher's gender and identity, which is related to the sociopolitical situation in Ukraine. The study aims to address the gap in the research on constructing a Ukrainian teacher's gendered identity. While a case study approach is not generalizable or applicable to other teachers, exploring Irene's narratives provides valuable insights into the complexities of identity and power dynamics within a transnational educational context.