Abstract:
This paper considers `gender trouble¿ as a dimension of English language teachers¿ experiences in international development work. I argue that international development contexts have tended to reproduce the patriarchal regimes of an earlier colonial era and provide a challenging context for a (mostly) feminised language teaching profession. Just as colonial space, away from the safety of `home¿, was primarily constructed as a domain of masculine endeavour, so too contemporary development missions, particularly in areas designated as politically unstable, produce a masculine domain that marginalises `unruly others¿ defined by gender and race.
