Recognising students and teachers: difference and identity in international classrooms

This article argues that representations of teacher and student identity obscure the complexity of individuals as becomings. Evidence from interviews and observations with Western teachers in international schools in Vietnam suggests that these representations posit the existence of stable teacher and student identities and derive the difference between them from static images of Western and Asian cultures. I argue that thinking through Deleuze’s concepts of becoming, difference, and faciality offers possibilities for different kinds of encounters between teachers and students as individuals.