Bringing Forth a World

Engaged Pedagogy in the Japanese University
Erscheinungsjahr 2019
ISBN: 978-90-04-42177-6
Verlag: Brill

Buch, Englisch, 206 Seiten, Format (B × H): 155 mm x 236 mm, Gewicht: 476 g

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.

Autoren/Hrsg.

Bradley, Joff P N

Kennedy, David

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

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

Über Autor(innen)

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.