| Summary: | This qualitative case study examines the way in which six adult learners and their teacher in a university language classroom narrativise their identities while reflecting on experiences in and outside of the classroom. This study determined that the identity positions of the student participants were strongly influenced by notions of normative cultural, national and religious identity categories, as well as the students’ experiences in environments that were characterized by high-stakes grading, and “native speaker” norms. Drawing on poststructural identity theories (Norton, 1995, 1997; Gee, 2001) and anti-colonial and anti-racist scholarship (Kubota and Lin, 2009), this research contributes to the growing body of knowledge that addresses the effects of subjective notions of identity and structural power relations on the experiences of adult learners. Additionally, it outlines some possible actions for teachers and policy-makers to counter some of the structural inequalities that negatively impact the identity negotiation of students.
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