USD $130.00
Bringing Forth a World
Engaged Pedagogy in the Japanese University
Offering a critical yet constructive response to the perceived crises in tertiary foreign language education in the Japanese university, the contributors to Bringing Forth a World provide theoretical and practical solutions which together act as a prolegomena to bringing forth a world. Theirs is an ecology of contribution in liberal arts education which takes responsibility for the care for youth, and contests intellectual passivity and indifference in foreign language instruction.
The editors proffer a transformative, engaged and multidisciplinary liberal arts pedagogy, one at odds with forms of lowest common denominator, one-size-fits-all, and standardized provision. In response to the prevalent business-dominated model, they demonstrate an applied format of multiliteracy theory—one with semiotic, multimodal, feminist dimensions—which is regionally specific and better accounts for divergent forms of human expression and perception. The writers not only take account of the intellectual and mental issues in the student demographic but also in the teaching profession which suffers from widespread anxiety, job insecurity and a lack of autonomy, experimentation and innovation.
Philosophically, the contributors to this book demand a form of meaning-making which is fundamentally social and creative, and which celebrates processes of ‘becoming-other’ in-between the student and teacher that seldom, if ever, follow a predictable trajectory. It is hoped that readers will embrace the spirit of the book, pick up its philosophical gauntlet to think otherwise than prevalent standardized models of teaching and learning, and therefore will use its core tenets to experiment with different ways of educating the youth of today.
The editors proffer a transformative, engaged and multidisciplinary liberal arts pedagogy, one at odds with forms of lowest common denominator, one-size-fits-all, and standardized provision. In response to the prevalent business-dominated model, they demonstrate an applied format of multiliteracy theory—one with semiotic, multimodal, feminist dimensions—which is regionally specific and better accounts for divergent forms of human expression and perception. The writers not only take account of the intellectual and mental issues in the student demographic but also in the teaching profession which suffers from widespread anxiety, job insecurity and a lack of autonomy, experimentation and innovation.
Philosophically, the contributors to this book demand a form of meaning-making which is fundamentally social and creative, and which celebrates processes of ‘becoming-other’ in-between the student and teacher that seldom, if ever, follow a predictable trajectory. It is hoped that readers will embrace the spirit of the book, pick up its philosophical gauntlet to think otherwise than prevalent standardized models of teaching and learning, and therefore will use its core tenets to experiment with different ways of educating the youth of today.
Joff P. N. Bradley, BA, MA, MA, MA, PhD, Associate Professor at Teikyo University, Tokyo, has produced four books: Deleuze and Buddhism, A Pedagogy of Cinema, Educational Philosophy and New French Thought, and Principles of Transversality in Globalization and Education. Bradley is visiting professor at Jamia Millia Islamia in New Delhi, India, and visiting research fellow at Kyung Hee University in Seoul, South Korea.
David Kennedy is Associate Professor at Nihon University in Tokyo, Japan. He has published numerous articles on the social semiotic aspects of foreign language learning. With Joff P.N. Bradley, he is one of the co-founders of the New Tokyo Group.
David Kennedy is Associate Professor at Nihon University in Tokyo, Japan. He has published numerous articles on the social semiotic aspects of foreign language learning. With Joff P.N. Bradley, he is one of the co-founders of the New Tokyo Group.
Foreword
Glenn Toh
Acknowledgements
List of Figures and Tables
Notes on Contributors
1. Introduction
Joff P. N. Bradley and David Kennedy
2. A Metaphorical Complexity Lens Approach to Researching in the Second Language Classroom
Joanne May Sato
3. Critical Thoughts on Critical Thinking
Michael Hood
4. Academic Writing as Community of Practice: Peer Ethnography Research in the EFL Classroom
David Kennedy
5. An Ecological Perspective of English Language Teaching: Conversations about Conversations
Sarah Holland
6. Pinter: Held Incommunicado on the Mobile
Joff P. N. Bradley
7. The Renegotiation of Modernity: On Teaching the Dialectics of Japanese Cultural Imperialism, as Reflected in the Rurouni Kenshin Phenomenon
Maria Grajdian
8. Multimodal Literacy Development: Filmmaking Projects in EFL Classes
James R. Hunt
9. Motivating EFL Learners for Engaged Learning: Content-Based Instruction with Music
Chiyo Hayashi
10. Feminist Pedagogy in EFL
Reiko Yoshihara
11. (Im)mobilising against Climate Change: Ecopedagogy in a Neoliberal Framework
Michael Dancsok
12. For a Planetary Education: Neoliberal Education and Its Modes of Subversion
Christophe Thouny
Index
Glenn Toh
Acknowledgements
List of Figures and Tables
Notes on Contributors
1. Introduction
Joff P. N. Bradley and David Kennedy
2. A Metaphorical Complexity Lens Approach to Researching in the Second Language Classroom
Joanne May Sato
3. Critical Thoughts on Critical Thinking
Michael Hood
4. Academic Writing as Community of Practice: Peer Ethnography Research in the EFL Classroom
David Kennedy
5. An Ecological Perspective of English Language Teaching: Conversations about Conversations
Sarah Holland
6. Pinter: Held Incommunicado on the Mobile
Joff P. N. Bradley
7. The Renegotiation of Modernity: On Teaching the Dialectics of Japanese Cultural Imperialism, as Reflected in the Rurouni Kenshin Phenomenon
Maria Grajdian
8. Multimodal Literacy Development: Filmmaking Projects in EFL Classes
James R. Hunt
9. Motivating EFL Learners for Engaged Learning: Content-Based Instruction with Music
Chiyo Hayashi
10. Feminist Pedagogy in EFL
Reiko Yoshihara
11. (Im)mobilising against Climate Change: Ecopedagogy in a Neoliberal Framework
Michael Dancsok
12. For a Planetary Education: Neoliberal Education and Its Modes of Subversion
Christophe Thouny
Index
This path-breaking book is for all teachers and researchers interested in finding practical solutions to the endemic crises in tertiary foreign language provision in Japan.