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| Author | : Reiko Yoshihara |
| Publisher | : Multilingual Matters |
| Total Pages | : 206 |
| Release | : 2017-05-11 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1783098031 |
Download The Socially Responsible Feminist EFL Classroom Book in PDF, ePub and Kindle
This book explores the realities of feminist EFL teachers’ lives through interviews and classroom observations with eight EFL teachers at Japanese universities. The data contained in the book broaden our understanding of feminist teaching in the language classroom while also providing suggestions for practice. The book examines not only how the teachers’ feminist identities influence their pedagogical beliefs and practices but also how the teachers actually practice feminist teaching in their classrooms. The tensions, dilemmas and pleasures of feminist teaching converge in this book, which attempts to shed light on a question that is often asked in either ESL or EFL teaching contexts: is teaching about gender-related topics (including controversial sociopolitical topics) in the language classroom education or indoctrination?
| Author | : Reiko Yoshihara |
| Publisher | : |
| Total Pages | : 358 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
Download THE FEMINIST EFL CLASSROOM Book in PDF, ePub and Kindle
In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist identities affect their teaching beliefs and practices. In relation to their feminist identities, I also examine what teaching beliefs they hold, how their teaching beliefs are applied to their teaching practices, and how they teach in their actual language classrooms. This study enabled me to understand more deeply what is going on in feminist EFL classrooms. To explore the research questions posed above, I employed poststructural feminist pedagogical theory as my conceptual framework and narrative inquiry as my primary methodological tool. I recruited nine self-identified feminist EFL university teachers in Japan as participants (four Japanese, five non-Japanese). The in-depth interviews, classroom observations, and teaching journals comprised the primary data. I analyzed all of the data and described their feminist teacher identities, teaching beliefs, and teaching practices. I found that even though each participant took a different path in becoming a feminist EFL teacher in Japan, the concept of gender equality and justice was shared by my participants. They believed that it was important to teach about gender-related topics in the EFL classroom or incorporate gender issues into the lessons. Even though some did not teach about gender topics in a straightforward way, they taught English according to feminist principles. A question arises as to what distinguishes feminist teaching and good teaching. What distinguishes them is whether feminist teachers are consciously aware of what they are doing and why. I also found that among some of my participants, their stated beliefs and actual teaching practices were not in synchrony because personal and contextual factors. From a poststructural feminist view, I analyzed compatibility and incompatibility among feminist teacher identities, beliefs, and practices. Through this process, I realized the importance of redefining feminist pedagogy in TESOL and defining it in TEFL in Japan. I hope my dissertation helps expand the knowledge of feminist pedagogy in TESOL and encourages both ESL/EFL teachers and feminist ESL/EFL teachers to practice feminist teaching in their classes.
| Author | : Frances A. Maher |
| Publisher | : Rowman & Littlefield Publishers |
| Total Pages | : 335 |
| Release | : 2001-04-11 |
| Genre | : Social Science |
| ISBN | : 0742579905 |
Download The Feminist Classroom Book in PDF, ePub and Kindle
The issues explored in The Feminist Classroom are as timely and controversial today as they were when the book first appeared six years ago. This expanded edition offers new material that rereads and updates previous chapters, including a major new chapter on the role of race. The authors offer specific new classroom examples of how assumptions of privilege, specifically the workings of unacknowledged whiteness, shape classroom discourses. This edition also goes beyond the classroom, to examine the present context of American higher education. Drawing on in-depth interviews and using the actual words of students and teachers, the authors take the reader into classrooms at six colleges and universities - Lewis and Clark College, Wheaton College, the University of Arizona, Towson State University, Spelman College, and San Francisco State University. The result is an intimate view of the pedagogical approaches of seventeen feminist college professors. Feminist scholars have demonstrated that American higher education has long represented a white, male, privileged minority. The professors here bring together the twin upheavals that have challenged this tradition: namely a rapidly changing student body and the more inclusive knowledge of feminist and multicultural scholarship. They uncover the voices, concerns and experiences of groups hitherto marginalized in higher education: women, people of color and working class students. Through concrete examples of classroom practice, the work of these professors challenge the traditional split between knowledge and pedagogy that has long characterized higher education.
| Author | : Berenice Malka Fisher |
| Publisher | : Rowman & Littlefield Publishers |
| Total Pages | : 332 |
| Release | : 2000-12-13 |
| Genre | : Education |
| ISBN | : 1442211873 |
Download No Angel in the Classroom Book in PDF, ePub and Kindle
No Angel in the Classroom: Teaching through Feminist Discourse presents a theoretically complex yet down-to-earth and personal account of feminist teaching in higher education. Starting with a nuanced interpretation of consciousness-raising, longtime feminist educator Berenice Malka Fisher develops her philosophy of feminist teaching as a form of political discourse. Through reflection on a series of candid classroom stories, she analyzes knotty problems faced by academics and activists. What counts as knowledge in discussion of feminist issues? Can teachers exercise authority without being authoritarian? What is the role of caring in political deliberation? Should safety be considered when students and teachers address volatile topics? How can feminist and other teachers committed to social justice give serious attention to the intersections of gender, race, and sexual orientation? This groundbreaking book is intended for the beginning and veteran teachers and others concerned with the contribution of education to extending social justice. Fisher's work offers a pedagogical vision that inspires both passion and critical thinking.
| Author | : Amanda Coffey |
| Publisher | : Routledge |
| Total Pages | : 189 |
| Release | : 2002-11 |
| Genre | : Education |
| ISBN | : 1135711291 |
Download Feminism and the Classroom Teacher Book in PDF, ePub and Kindle
Combining feminist theory and empirical material, drawing on feminist writing and their own research experience, the authors provide an interpretation of teachers and their teaching.
| Author | : S. Sánchez-Casal |
| Publisher | : Springer |
| Total Pages | : 309 |
| Release | : 2002-09-13 |
| Genre | : Education |
| ISBN | : 0230107257 |
Download Twenty-First-Century Feminist Classrooms Book in PDF, ePub and Kindle
This book is centrally concerned with crucial theoretical and practical aspects of teaching in the national and global borderlands of gender, race, and sexuality studies. The cross-cultural feminist focus of this anthology allows the contributors to consider the various ways in which global and national frameworks intersect in the classroom and in students' thinking, and also the ways in which power and authority are developed, directed, and deployed in the feminist classroom. This volume provides a critical elaboration of provocative, self-reflexive questions for feminist cultural and intellectual practice for the 21st century. In doing so, the volume provides a site for engaged feminist self-criticism for the specific purpose of reinvigorating a critical pedagogical practice grounded in multicultural feminist identities.
| Author | : Joff P.N. Bradley |
| Publisher | : BRILL |
| Total Pages | : 221 |
| Release | : 2019-12-30 |
| Genre | : Education |
| ISBN | : 9004421785 |
Download Bringing Forth a World Book in PDF, ePub and Kindle
Bringing Forth a World: Engaged Pedagogy in the Japanese University provides theoretical and practical solutions—informed by semiotic, feminist, multimodal and multilateral pedagogies—to the perceived crises in tertiary foreign language education in the Japanese university.
| Author | : Catherine Portuges |
| Publisher | : Routledge |
| Total Pages | : 298 |
| Release | : 2012-10-11 |
| Genre | : Education |
| ISBN | : 0415635160 |
Download Gendered Subjects Book in PDF, ePub and Kindle
Annotation 'Gendered Subjects' combines a number of classic statements on feminist pedagogy from the 1970s with recent original essays making significant and original contributions to the field.
| Author | : Phyllis Wachob |
| Publisher | : Cambridge Scholars Publishing |
| Total Pages | : 312 |
| Release | : 2009 |
| Genre | : Education |
| ISBN | : |
Download Power in the EFL Classroom Book in PDF, ePub and Kindle
â oeCritical pedagogy is not a set of ideas, but a way of â ~doingâ (TM) learning and teachingâ (Canagarajah, 2005). This definition puts CP squarely in the classroom and leads us to view how teachers interact with students and how students treat one another, while negotiating institutional and societal expectations. The chapters in the book use a variety of methods to address questions of power within educational institutions, from classrooms to the ministries of education. All the contributors are, or have been, teachers in the Middle East, from Egypt to Iran. Their nationalities range from Egyptian, to American, Canadian, British, Tunisian and Iranian. Ten of the contributors are women. All have conducted research and/or invited participation from among students and fellow teachers to explore issues of Critical Pedagogy from various perspectives. The question of physical space relates to power but is also related to linguistic space; student choice is not only related to linguistic space but also to motivation and thus empowerment. Changing teachersâ (TM) beliefs leads to empowerment for teachers, but also empowerment for students. Educational policy that recognizes social and personal identity reflects back to personal motivation. These studies meet and mesh, complement and sometimes take different viewpoints. However, all the studies embrace the concept that we must respect and nurture the human in our students, that we as teachers are the front line as enablers of our studentsâ (TM) empowerment. If we do not provide the space, and honor their dignity, our students cannot claim and embrace their power. Canagarajah, S. (2005). Critical Pedagogy in L2 Learning and Teaching. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 931-949). Mahwah, New Jersey: Lawrence Erlbaum Associates.
| Author | : Robert O'Mochain |
| Publisher | : Taylor & Francis |
| Total Pages | : 199 |
| Release | : 2022-09-09 |
| Genre | : Social Science |
| ISBN | : 1000648206 |
Download Sexual Abuse and Education in Japan Book in PDF, ePub and Kindle
Bringing together two voices, practice and theory, in a collaboration that emerges from lived experience and structured reflection upon that experience, O’Mochain and Ueno show how entrenched discursive forces exert immense influence in Japanese society and how they might be most effectively challenged. With a psychosocial framework that draws insights from feminism, sociology, international studies, and political psychology, the authors pinpoint the motivations of the nativist right and reflect on the change of conditions that is necessary to end cultures of impunity for perpetrators of sexual abuse in Japan. Evaluating the value of the #MeToo model of activism, the authors offer insights that will encourage victims to come out of the shadows, pursue justice, and help transform Japan’s sense of identity both at home and abroad. Ueno, a female Japanese educator and O’Mochain, a non-Japanese male academic, examine the nature of sexual abuse problems both in educational contexts and in society at large through the use of surveys, interviews, and engagement with an eclectic range of academic literature. They identify the groups within society who offer the least support for women who pursue justice against perpetrators of sexual abuse. They also ask if far-right ideological extremists are fixated with proving that so called “comfort women” are higaisha-buru or “fake victims.” Japan would have much to gain on the international stage were it to fully acknowledge historical crimes of sexual violence, yet it continues to refuse to do so. O’Mochain and Ueno shed light on this puzzling refusal through recourse to the concepts of ‘international status anxiety’ and ‘male hysteria.’ An insightful read for scholars of Japanese society, especially those concerned about its treatment of women.
