IN-PERSON Prague Research & Teaching Conference

Abstract

This paper offers an autoethnographic exploration of the urban elite cohort (UEC) within educational contexts, focusing on the complexities of linguistic identity, power dynamics, and cultural influences. The study delves into the nuances of language use, privilege, and identity formation through personal narratives unraveling language-based stigmatization, social hierarchies, and internalized ideologies within the UEC. The narrative exposes the UEC’s navigation of dominant ideologies, compliance with norms, and the impact on individual identities. The study advocates for transformative practices that promote inclusivity, equity, and solidarity among all students, championing a more just and reflective educational environment. The autoethnographic reflections shared in this study serve as a testament to the intricacies of linguistic identity in educational spaces, urging continuous introspection and advocacy for educational justice.