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E-grāmata: Socially Responsible Feminist EFL Classroom: A Japanese Perspective on Identities, Beliefs and Practices

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Socially Responsible Feminist EFL Classroom: A Japanese Perspective on Identities, Beliefs and PracticesPalielināt
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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?

Recenzijas

Reiko Yoshihara has given us a theoretically rich case study of feminist pedagogy in Japan from the perspectives of several Japanese and non-Japanese university teachers of English. Both the theoretical discussions and detailed portrayals of individual teachers' beliefs and practices help dismantle stereotypes and reveal the diversity and tensions inherent in a feminist pedagogy. The issues and examples apply well beyond Japan. * Christine Pearson Casanave, Temple University, Japan Campus, Japan and Middlebury Institute of International Studies at Monterey, USA * Reiko Yoshiharas volume is an important contribution to the topic of feminist pedagogy, especially in TESOL/TEFL contexts. A comprehensive outline traces the course of feminist theory and how present-day feminist educators can help to promote a more gender-equal society. The narrative research methodology proved to be a particularly viable approach for highlighting the complex lives of the studys participants. * Andrea Simon-Maeda, Nagoya Keizai University, Japan * I am enthusiastic about and grateful for this outstanding contribution to the under-addressed topic of feminist EFL teaching. This is top-notch qualitative research. The participant teachers voices vividly reveal their experiences grappling with issues of gender and pedagogy. For anyone interested in gender and language teaching, this is a must-read. * Stephanie Vandrick, University of San Francisco, USA *

Acknowledgments vii
1 Introduction
1(19)
Why Teach about Gender Topics?
1(3)
Purposes of the Book
4(1)
Poststructural Contributions to Feminist Pedagogy
5(4)
Feminist Pedagogy in TESOL
9(3)
Feminist Pedagogy in TEFL in Japan
12(3)
Relevance Outside Japan
15(1)
Feminist EFL Teachers in Japanese Universities
16(2)
Overview of
Chapters
18(2)
2 Method, Data Collection and Participants
20(16)
Introduction
20(1)
Feminist Narrative Research
20(4)
Researcher Positionality
24(1)
Data Collection and Data Analysis
25(3)
Feminist EFL University Teachers as Research Participants
28(7)
Summary
35(1)
3 On Becoming a Feminist EFL Teacher
36(24)
Introduction
36(1)
Women's Sociocultural Contexts in Japan
36(2)
What Feminism Means to the Teachers
38(5)
The Formation of Feminist Identity
43(8)
Complexity of Feminist Teacher Identity
51(6)
Summary
57(3)
4 Teaching According to Feminist Principles
60(32)
Introduction
60(1)
Teaching about Gender-Related Topics
60(18)
Giving Equal Attention and Treatment
78(1)
Teaching Gender-Neutral Language
79(2)
Using Group Techniques for Gender Awareness
81(2)
Incorporating Women's Stories into Writing Techniques
83(2)
Bringing in Videos about Girls and Women
85(2)
Reclaiming Local Women's Issues
87(1)
Introducing Gender-Related Events
88(2)
Summary
90(2)
5 Incompatibility Between Feminist Identity and Classroom Practices
92(17)
Introduction
92(1)
Female Teachers in Japanese Universities
93(1)
EFL Contexts in Japanese Universities
94(1)
Mika's Case
95(5)
Akiko's Case
100(5)
Linda's Case
105(3)
Summary
108(1)
6 Conclusion
109(15)
Introduction
109(1)
Redefining Feminist Pedagogy in TESOL
109(3)
Defining Feminist Pedagogy in TEFL in Japan
112(2)
Implications and Recommendations
114(4)
Reflections on the Study
118(2)
Future Research
120(1)
Concluding Personal Reflection
121(3)
Appendix A Lists of Abbreviations 124(1)
Appendix B Timetable of Data Collection 125(3)
Appendix C Sarah's Handout 128(2)
Appendix D Tom's Handout 130(2)
Appendix E List of Feminist ESL/EFL Associations 132(1)
Epilogue 133(1)
References 134(11)
Index 145
Reiko Yoshihara is an Associate Professor at Nihon University, Japan. Her research interests include feminist pedagogy in TESOL, gender and language education, and feminist qualitative research. 
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