Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications

Autor/in	Rudolph, Nathanael
Titel	Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 2, S.375-401 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3150
Schlagwörter	Self Concept; Second Language Learning; Second Language Instruction; English (Second Language); Interdisciplinary Approach; Social Change; Diversity; Global Approach; Guidelines; Educational Theories; Foreign Countries; Criticism; Teaching Methods; Equal Education; History; Japan + Suchen Sie Ihr Suchwort? Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sozialer Wandel; Globales Denken; Richtlinien; Educational theory; Theory of education; Bildungstheorie; Ausland; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; Geschichte; Geschichtsdarstellung
Abstract	Inspired by the call to question (critical) assumptions underpinning frameworks for "seeing" (Lather, 1993) and ground criticality in alternative forms of knowing (Pennycook, 2018), this paper examines critical frameworks for approaching identity, experience, and (in)equity in "English" language teaching (ELT), with a focus on critical attention to Japan. Transdisciplinary scholarship, social movements, and other voices have detailed how the narrative of "homogeneous Japan" has given shape to notions of Selfhood-Otherness, resulting in the erasing of Japan's history as a site of movement, change, diversity and hybridity, and marginalization of many therein. The author notes that the scope of dominant, critical approaches to identity, experience, and (in)equity in Japan and globalized ELT -problematizing essentialized and idealized "nativeness" in English--does not afford conceptual space for attention to how the negotiation of being, belonging and becoming in ELT is situated in broader negotiations of identity and community membership. The author contends that this issue is linked to tensions within criticality pertaining to the imposition of essentializing frameworks for seeing upon individuals and communities around the globe. The author then discusses potential broader implications for theorization, inquiry, and practice in ELT in and beyond Japan. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01