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Author:
Publisher: Candlin & Mynard
ISBN:
Category : Social Science
Languages : en
Pages : 445
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Book Description
The goal of this book is to provide information, inspiration, and mentorship to teachers (namely foreign women, but not restricted to such) as they navigate the gendered waters of teaching English in Japanese higher education. Such a book is timely because foreign female university teachers are outnumbered by their foreign male colleagues by nearly three to one. This imbalance, however, is likely to change as reforms in hiring policies (which have until recently generally favored male applicants) have been widely implemented to encourage more female teachers and researchers. The narratives by the contributors to this book offer a kaleidoscope of experiences that transverse several loosely connected and overlapping themes. This book is, in a sense, a “girlfriend’s guide to teaching in a Japanese university” in that it provides much practical information from those who are already in the field. It covers areas such as gaining entry into Japanese higher education teaching, searching for and obtaining tenure, managing a long-term professorial career, and taking on leadership responsibilities. The personal side of teaching is examined, with authors describing how individual interests have shaped their teaching practices. Family matters, such as negotiating maternity leave, reentering the workforce, and difficulties in balancing family and work are discussed by those who have “been there and done that”. The darker issues of the job, such as harassment, racism, and native-speakerism are introduced, and several chapters with practical and legal information about how to combat them are included, as well as a list of valuable resources. The contributors to this volume have drawn upon their own unique experiences and have situated their stories in areas that are of great personal importance. The individual narratives, when taken together, highlight not only the complexity of the professional identity of EFL teachers but also the myriad of issues that shape the careers of women in Japanese higher education. These issues will resonate with all female EFL faculty, regardless of their geographical location.
Author:
Publisher: Candlin & Mynard
ISBN:
Category : Social Science
Languages : en
Pages : 445
Get Book Here
Book Description
The goal of this book is to provide information, inspiration, and mentorship to teachers (namely foreign women, but not restricted to such) as they navigate the gendered waters of teaching English in Japanese higher education. Such a book is timely because foreign female university teachers are outnumbered by their foreign male colleagues by nearly three to one. This imbalance, however, is likely to change as reforms in hiring policies (which have until recently generally favored male applicants) have been widely implemented to encourage more female teachers and researchers. The narratives by the contributors to this book offer a kaleidoscope of experiences that transverse several loosely connected and overlapping themes. This book is, in a sense, a “girlfriend’s guide to teaching in a Japanese university” in that it provides much practical information from those who are already in the field. It covers areas such as gaining entry into Japanese higher education teaching, searching for and obtaining tenure, managing a long-term professorial career, and taking on leadership responsibilities. The personal side of teaching is examined, with authors describing how individual interests have shaped their teaching practices. Family matters, such as negotiating maternity leave, reentering the workforce, and difficulties in balancing family and work are discussed by those who have “been there and done that”. The darker issues of the job, such as harassment, racism, and native-speakerism are introduced, and several chapters with practical and legal information about how to combat them are included, as well as a list of valuable resources. The contributors to this volume have drawn upon their own unique experiences and have situated their stories in areas that are of great personal importance. The individual narratives, when taken together, highlight not only the complexity of the professional identity of EFL teachers but also the myriad of issues that shape the careers of women in Japanese higher education. These issues will resonate with all female EFL faculty, regardless of their geographical location.
Author: Kathleen Brown
Publisher:
ISBN:
Category :
Languages : en
Pages : 337
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Book Description
The goal of this book is to provide information, inspiration, and mentorship to teachers (namely foreign women, but not restricted to such) as they navigate the gendered waters of teaching English in Japanese higher education. Such a book is timely because foreign female university teachers are outnumbered by their foreign male colleagues by nearly three to one. This imbalance, however, is likely to change as reforms in hiring policies (which have until recently generally favored male applicants) have been widely implemented to encourage more female teachers and researchers. The narratives by the contributors to this book offer a kaleidoscope of experiences that transverse several loosely connected and overlapping themes. This book is, in a sense, a "girlfriend's guide to teaching in a Japanese university" in that it provides much practical information from those who are already in the field. It covers areas such as gaining entry into Japanese higher education teaching, searching for and obtaining tenure, managing a long-term professorial career, and taking on leadership responsibilities. The personal side of teaching is examined, with authors describing how individual interests have shaped their teaching practices. Family matters, such as negotiating maternity leave, reentering the workforce, and difficulties in balancing family and work are discussed by those who have "been there and done that". The darker issues of the job, such as harassment, racism, and native-speakerism are introduced, and several chapters with practical and legal information about how to combat them are included, as well as a list of valuable resources. The contributors to this volume have drawn upon their own unique experiences and have situated their stories in areas that are of great personal importance. The individual narratives, when taken together, highlight not only the complexity of the professional identity of EFL teachers but also the myriad of issues that shape the careers of women in Japanese higher education. These issues will resonate with all female EFL faculty, regardless of their geographical location.
Author: Christian Ludwig
Publisher:
ISBN: 9780463569900
Category : English language
Languages : en
Pages : 0
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Book Description
The goal of this book is to provide information, inspiration, and mentorship to teachers (namely foreign women, but not restricted to such) as they navigate the gendered waters of teaching English in Japanese higher education. Such a book is timely because foreign female university teachers are outnumbered by their foreign male colleagues by nearly three to one. This imbalance, however, is likely to change as reforms in hiring policies (which have until recently generally favored male applicants) have been widely implemented to encourage more female teachers and researchers. The narratives by.
Author: Darren Elliott
Publisher: Cambridge Scholars Publishing
ISBN: 1527501671
Category : Language Arts & Disciplines
Languages : en
Pages : 305
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Book Description
This book shows how English language instructors in Japan explored the questions and issues which most closely affected them and their students in the language learning process. Each of the teacher-researchers had a puzzle. After reviewing existing literature, each writer found a way to adjust their practice, and in these chapters, they report on the results. Topics include educational technology, learner autonomy, feedback, and novel approaches to listening, reading and writing instruction. Although the contributors are working in Japan, classroom practitioners from the wider international language teaching community can benefit from the practical teaching approaches and accessible descriptions of practitioner research to be found in this book. A secondary audience of educational managers and teacher trainers will also find value in chapters which outline the ways in which an environment conducive to practitioner research can be facilitated.
Author: Mary Drinkwater
Publisher: Bloomsbury Publishing
ISBN: 1350406333
Category : Education
Languages : en
Pages : 385
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Book Description
The Bloomsbury Handbook of Context and Transformative Leadership in Higher Education explores the importance of cultural, political, socioeconomic and historical context in change leadership in higher education. With contributions from four continents, the handbook brings together multi-contextual perspectives to explore the importance of context to the development of the field. A broad range of topics are covered, including skills, strategies and dispositions; local, regional and cross-national partnership development; opportunities and considerations for technology; and, future visions. Countries covered include Argentina, Brazil, Canada, Columbia, Dubai, Ghana, Japan, Malaysia, South Africa, Turkey, the UK and the USA. The book forms part of the Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collection, brought together by Mary Drinkwater.
Author: Gregory Paul Glasgow
Publisher: Candlin & Mynard
ISBN:
Category : Education
Languages : en
Pages : 506
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Book Description
It is claimed that the English language teaching (ELT) profession incorporates principles of multiculturalism, tolerance, and pluralism, especially since it is viewed as a practical tool to promote intercultural exchange. However, as movements for social justice worldwide become more prevalent, some stakeholders in the field are beginning to question the field’s genuine commitment to such values. In Japan, for example, is the English language truly viewed as a practical communication tool to engage with diverse interlocutors on the global stage? Or do problematic discourses regarding the notion of the “ownership of English” and the ‘idealized speaker of English’ prevail due to the lingering dichotomy between so-called ‘non-native’ English-speaking teachers (NNESTs) and ‘native’ English-speaking teachers (NESTs) — a dichotomy that unfortunately intersects with views of ethnoracial and cultural difference, and which leads to discriminatory tendencies in pedagogical practices, educational cultures, and social structures? The overall purpose of this volume is to initiate conversations about how issues surrounding language, race, and multiculturalism currently inform pedagogical practice in English Language Teaching (ELT) in Japan. We—the editor and contributors—intend to explore these issues with the hope that the experiences and pedagogical actions documented in this volume will motivate others to reflect on current challenges, raise appreciation for diversity in ELT, and dismantle inequities.
Author: Adrianne Verla Uchida
Publisher: Candlin & Mynard
ISBN:
Category : Education
Languages : en
Pages : 321
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Book Description
Cultivating Professional Development through Critical Friendship and Reflective Practice: Cases from Japan, edited by Adrianne Verla Uchida and Jennie Roloff Rothman, shows us an innovative bottom-up approach to professional development for educators. A critical friendship is where “two teachers come together willingly to explore facets of their development as decided by the friends” (Farrell, Foreword). These individuals might be colleagues, close friends or acquaintances who are an “invaluable, integral aspect of your personal growth as a professional” (Verla Uchida & Roloff-Rothman, Introduction). This volume enhances our knowledge of reflective practice and makes a valuable contribution to the field. The editors and contributing authors show how reflective practice can foster critical friendships as a means of professional development for educators The book consists of 11 chapters, organized into three parts, based on the type of critical friendship: intra-institutional friendships (those at the same institution), inter-institutional friendships (cross-institutional friendships), and those extra-institutional friendships (friendships that evolved beyond institutions). The editors draw on Farrell’s (2019) six reflective principles to examine how the critical friendship framework possesses a flexibility that fosters meaningful and supportive professional relationships. Although the chapters detail critical friendships in Japan, the themes are equally relevant for educators elsewhere. The context-specific and detailed documentation of the contributors’ stories makes the volume a valuable and inspiring resource for any educator. The volume will undoubtably prompt readers to nurture and reflect on their own critical friendships.
Author:
Publisher: Candlin & Mynard
ISBN:
Category : Education
Languages : en
Pages : 272
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Book Description
Teacher Narratives from the Eikaiwa Classroom: Moving Beyond “McEnglish.” Edited by Daniel Hooper and Natasha Hashimoto This book includes 16 chapters written by current and former eikaiwa (English conversation school) teachers to illustrate a complexity within the eikaiwa profession that has been thus far largely ignored. Through teacher narratives, the authors explore the unique and often problematic world of eikaiwa to present a counter narrative to what the editors regard as blanket stereotyping of a multifaceted and evolving teaching context. Eikaiwa schools are found in virtually every city and town in Japan. They provide conversation and test-preparation classes for learners of all ages. Those attending eikaiwa may be looking to prepare for an overseas holiday or work placement, achieve a required TOEIC score for their company, or simply enjoy a new hobby and socialise with people from different cultures and backgrounds. Eikaiwa teachers often need to negotiate conflicting demands from students, parents, management, and society at large. Furthermore, opportunities for professional development are scarce and research on this context is virtually non existent. Despite the massive scale of the eikaiwa industry and the varied roles that teachers are required to fulfil within it, expatriate and ELT communities have also tended to stigmatise the work of eikaiwa teachers as being simplistic and uniform. As a result, many former eikaiwa teachers choose to “forget” their eikaiwa past and the way it shaped them as professionals. This volume provides an important opportunity for eikaiwa teachers to share their stories and for the editors to present a coherent and convincing case for the value that the experiences of working in English conversation schools has for our understanding of teaching and learning languages.
Author: Sanae Oda-Sheehan
Publisher: Candlin & Mynard
ISBN:
Category : Education
Languages : en
Pages : 238
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Book Description
Based on her professional and personal experiences in education as well as in business, Sanae Oda-Sheehan (PhD) came to realize that there may be several problematic gaps hindering learning effectiveness in the Japanese EFL context. In exploring possibilities to bridge those gaps, she proposes the framework called the Pedagogical Trinity: the integration of L2 pragmatics and grammar pedagogy to promote the implementation of communicative language teaching. This book shares her experiences in exploring how to bring about such integration and bridge those gaps by utilizing autoethnography Autoethnography is a burgeoning and promising approach in the qualitative research field, in which researchers use themselves as the research subject to better understand sociocultural complexities through the connectivity between self and others. By employing the autoethnographic approach and analyzing in-depth face-to-face interviews and journal entries, Oda-Sheehan reflected on her teaching practices and her own identity formation to explore the critical factors for the integrative approach. Through this life-sized portrait of the research project, she obtained interpretive insights that show how critical it is for teachers to have an awareness of their multiple identities and perspectives, long-term visions, and readiness for necessary transformation. This book meticulously crafts and demonstrates how autoethnography can be utilized as a research method to merge analytic rigor and creative dynamics. Through the connectivity in an autoethnographic orientation, readers may find themselves in the stories unfolded in the chapters and be guided to reflect on their own experiences and endeavors. In that way, what is presented in this book may become readers’ own stories, giving them the strength to go forward in life. This book can provide a platform of open dialogue to explore approaches to bridge life and academia collaboratively.
Author: Wendy M. Gough
Publisher: Candlin & Mynard
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 303
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Book Description
This book explores the profound impact of Emergency Remote Teaching (ERT) on part-time university English language teachers in Japan during the COVID-19 pandemic. Through a blend of quantitative data and heartfelt personal narratives, the authors reveal the complex challenges faced by these educators—ranging from job insecurity to the rapid adoption of new teaching technologies. The initial chapters delve into the setup of the study, followed by detailed analyses of survey and interview data that underscore the vulnerability and resilience these teachers exhibited. As the pandemic forced a sudden shift to online education, the book examines how these teachers navigated their altered professional landscapes, balancing teaching responsibilities with personal and professional uncertainties. Part three of the book focuses on the voices of the participants, offering rich, first-person insights into their experiences during the first semester of ERT. The narrative deepens with participant interviews and personal reflections that illustrate the profound psychological impacts and the innovative coping strategies developed in response to the crisis. In concluding, the book addresses the future of educational practices, emphasizing the importance of institutional support and professional development in enhancing the resilience and effectiveness of part-time faculty. This comprehensive study not only highlights the immediate effects of the pandemic on educational practices but also serves as a crucial resource for understanding the ongoing needs and contributions of part-time teachers in higher education.
