Increasing research has recently been devoted to issues of racism within TESOL; however, most studies have been directed towards the unearned privilege of teachers labelled as ‘native English-speaking teachers’ (‘NESTs’) and the unjust marginalization of those perceived as ‘non-native English-speaking teachers’ (‘NNESTs’). This focusing on the former as the exclusive beneficiaries and the latter as the sole victims of racial discrimination has led to overlooking a large portion of language teachers whose professional experiences fit neither group. Approached through the lenses of communities of practice (Lave & Wenger, 1991; Wenger, 1998) and critical race theory, and guided by a narrative inquiry approach, this qualitative study tackles this gap by investigating the professional identity construction trajectory of an African American English language teacher working in a dominated by the native speakerism ideology Saudi university. Relying on in-depth interviews as the main data source, the findings revealed that the participant’s trajectory and forms of (non)participation were profoundly, yet detrimentally, shaped by his non-Whiteness. The study concludes with implications for research, practice, and policy.

最近越来越多的研究致力于 TESOL 中的种族主义问题。然而，大多数研究都针对被贴上“母语英语教师”（“NEST”）标签的教师的不劳而获的特权，以及那些被视为“非母语英语教师”（“NNEST”）的不公正边缘化。这种将前者视为种族歧视的唯一受益者，将后者视为种族歧视的唯一受害者的做法，导致忽视了很大一部分语言教师，他们的专业经验不适合这两个群体。这项定性研究通过实践社区（Lave & Wenger，1991；Wenger，1998）和批判种族理论的视角，并以叙事探究方法为指导，通过调查非裔美国人的职业身份建构轨迹来解决这一差距英语教师在一所以母语意识形态为主的沙特大学工作。依靠深度​​访谈作为主要数据来源，调查结果显示，参与者的轨迹和（不）参与形式受到其非白人身份的深刻但有害的影响。该研究的结论对研究、实践和政策都有影响。