A Study on the Potential for Differential Pedagogy for Pre-service Teachers in Transnational Composition Classes
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This paper, utilizing philosophical/pedagogical inquiry based on autobiographical narrative as methodology, describes self-reflexively the transnational journey of a literary and composition teacher in higher education. This research uses autobiographical narratives as data to elucidate pedagogical questions about the necessity for and possibility of differential pedagogy when the English composition teacher becomes an ‘Other’ who teaches global and previously ignored issues to students who have not been exposed to such issues due to their locality and institutional obstacles. The paper explores the possibility of differential writing class as considered through the author’s teaching experience in Korea and the U.S. This paper opens up a rarely researched area in English education which allows a non-native English teacher to explore the meaning of transnational or trans-Pacific teaching experience and its implications for a globalized, differential classroom.
Abstract
This paper, utilizing philosophical/pedagogical inquiry based on autobiographical narrative as methodology, describes self-reflexively the transnational journey of a literary and composition teacher in higher education. This research uses autobiographical narratives as data to elucidate pedagogical questions about the necessity for and possibility of differential pedagogy when the English composition teacher becomes an ‘Other’ who teaches global and previously ignored issues to students who have not been exposed to such issues due to their locality and institutional obstacles. The paper explores the possibility of differential writing class as considered through the author’s teaching experience in Korea and the U.S. This paper opens up a rarely researched area in English education which allows a non-native English teacher to explore the meaning of transnational or trans-Pacific teaching experience and its implications for a globalized, differential classroom.
참고문헌 (20)
- Berlin, J. A., "Poststructualism, cultural studies, and the composition classroom : Postmodern theory in practice", Rhetoric Review, 11(1), pp.16~33 (1992)
- Bourdieu, P., "Language and symbolic power" (1991), Harvard University Press
- Bizzell, P., "Relations, locations, positions: Composition theory for writing teachers", pp.72~83 (2006), NCTE Press
- Clandinin, D. J., "Narrative inquiry: Experience and story in qualitative research" (2000), Jossey-Bass Publishers
- Deleuze, G., "A thousand plateaus: Capitalism and schizophrenia" (2004), Continuum
- Grant, Rachel A., "Race, culture, and identities in second language acquisition: Exploring critically engaged practice", pp.44~63 (2009), Routledge
- Howe, E., "Narrative teacher education pedagogies from across the pacific" (2014), Emerald Group Publishing Limited
- Jackson, P. W., "What is education?" (2012), University of Chicago Press
- Knight, S. D., "Using narrative to examine positionality: Powerful pedagogy in English education", English Teaching: Practice & Critique, 10(2), pp.49~64 (2011), University Of Waikato
- Knight, S., "Enlivening the curriculum : The power of philosophical inquiry", School Field, 8(3), pp.305~318 (2010)
- Laclau, E., "Hegemony and socialist strategy : Towards a radical democratic politics" (1985), Verso
- Lévinas, E., "Totality and infinity: An paper on exteriority" (1969), Duquesne University Press
- Mauk, J., "Location, location, location: The "real" (E)states of being, writing, and thinking in composition", College English, 65(4), pp.368~388 (2003)
- Parmar, P., "Everday anti-racism: Getting real about race in school", pp.283~286 (2008), the New Press
- Reynolds, N., "Composition's imagined geographies: The politics of space in the frontier, city, and cyberspace", College Composition and Communication, 50(1), pp.12~35 (1998)
- Schuster, C., "Relations, locations, positions: Composition theory for writing teachers", pp.40~49 (2006), NCTE Press
- Schwieger, F., "Lessons from the culturally diverse classroom : Intellectual challenges and opportunities of teaching in the American university", College Teaching, 58(4), pp.148~155 (2010)
- Tsui, A. B. M., "Complexities of identity formation : A narrative inquiry of an EFL teacher", TESOL Quarterly, 41(4), pp.657~680 (2007)
- Vivienne B., "Tools for pedagogical inquiry: the impact of teaching thinking skills on teachers", Oxford Review of Education, 32(2), pp.185~196 (2006)
- Voloshinov, V. N., "Marxism and the philosophy of language" (1973), Seminar Press