The Changing Identity of Pedagogics as Part of Philosophy

The traditional theoretical frameworks and assumptions about intercultural technical communication are no longer adequate to describe and teach intercultural communication now frequently happening through digital networks. My dissertation proposes to use the theory of cosmopolitanism as it has been recently applied in several social science fields as a framework for pedagogical project design in order to teach intercultural communication skills applicable in the global age. The dissertation describes a transcultural online pedagogical project between Hungarian and U.S. students that I designed according to the principles of cosmopolitan theory. In this project, students were introduced to the basic tenets of cosmopolitanism and were asked to create blogs about themselves and their varied identities and languages. Students were also asked to comment on the blogs written by students in the other country. For this dissertation, I analyzed the blogs and comments created during the project to find out how students represented their identities and interacted with each other in this online learning environment. Students’ identity representations are discussed within the framework of Burke and Stets’ identity theory. The categories of student identity, sports identity, and national identity are examined in detail by applying discourse analysis with the purpose of identifying structures of expectations as delineated by Tannen. In addition, students’ rhetorical strategies in the comment section that follow the principles of cosmopolitan communication are also described. Based on the findings of this research, I conclude the dissertation by proposing a model for the cosmopolitan communication process in this globally networked learning space that is not only applicable to similar projects but can also inform the process of transforming the teaching of transcultural technical communication making it more applicable to the increasingly global and digital workplace.

Introduction Jane Jackson Section I: Foundations of Language and Intercultural Communication * The history and development of the study of intercultural communication and applied linguistics Judith N. Martin, Thomas K. Nakayama and Donal Carbaugh * Culture, communication, context and power Adrian Holliday * Language, identity and intercultural communication Kimberly A. Noels, Tomoko Yashima and Rui Zhang * Interculturality and intercultural pragmatics Istvan Kecskes * Conceptualizing intercultural (communicative) competence and intercultural citizenship Michael Byram Section II: Core Themes and issues Culture and verbal/nonverbal communication and culture * Linguaculture and transnationality: the cultural dimensions of language Karen Risager * Intercultural rhetoric and intercultural communication Dwight Atkinson * Nonverbal communication: The messages of emotion, action, space and silence David Matsumoto and Hyi-sung Hwang * Speech acts, facework and politeness: Relationship-building across cultures Winnie Cheng Language, identity, and intercultural communication * Gender, language, identity and intercultural communication Xingsong Shi and Juliet Langman * Cultural identity, representation and Othering Fred Dervin * Other-language learning, identity and intercultural communication in contexts of conflict Constadina Charalambous and Ben Rampton * Intercultural contact, hybridity and third space Claire Kramsch and Michiko Uryu Understanding intercultural transitions: From adjustment to acculturation * Beyond cultural categories: communication, adaptation and transformation Young Yun Kim * Acculturating intergroup vitalities, accommodation and contact Howard Giles, Douglas Bonilla and Rebecca B. Speer Intercultural communicative competence: Multiple conceptual approaches * Language: An essential component of intercultural communicative competence Alvino E. Fantini * Understanding intercultural conflict competence: Multiple theoretical insights Stella Ting-Toomey * The intercultural speaker and the acquisition of intercultural/global competence Jane Wilkinson * World Englishes, intercultural communication and requisite competencies Farzad Sharifian Section III: Theory into practice: Towards intercultural (communicative) competence and citizenship * An intercultural approach to second language education and citizenship Peih-ying Lu and John Corbett * Intercultural communicative competence through telecollaboration Robert O'Dowd * Critical language and intercultural communication pedagogy Manuela Guilherme * Intercultural training in the global context Kathryn Sorrells * Multiple strategies for assessing intercultural communicative competence Alvino E. Fantini Section IV: Language and Intercultural Communication in Context * Second language teacher education Michael Kelly * The English as a foreign or international language classroom Phyllis Ryan * The multicultural classroom Jennifer Mahon and Ken Cushner * Education abroad Jane Jackson * Business and management education Prue Holmes * Professional and workplace settings Martin Warren * Translation, interpreting and intercultural communication Juliane House * Culture and health care: Intergroup communication and its consequences Bernadette Watson, Cindy Gallois, David G. Hewett and Liz Jones * Legal contexts Christoph A. Hafner * Tourism Gavin Jack and Alison Phipps Section V: New Debates and future directions * A global agenda for intercultural communication research and practice Malcolm N. MacDonald and John P. O'Regan Index

Reconciliating the logics of Post-method Era, Critical Pedagogy, and Sociocultural Theory in its conceptual framework, this study postulated Iranian EFL teachers’ socio-pedagogical identity as comprising conformity, criticality, and conformity-criticality mediation in order to explore and model the different aspects of Iranian EFL teachers’ “transformative teaching self,” probably contributing to their pedagogical ZPD and sociocultural identity development. To this end, Systematic Reflexive Constructivist Grounded Theory was utilized as the methodology of this 63-participant study managing both the data collection procedures, i.e. interview, focus group, observation, field notes, and document analysis, and the data analysis procedures, i.e. tabulation, open coding, initial memoing, axial coding, intermediate memoing, selective coding, advanced memoing, and theoretical sampling. The findings of the study were put into a putative model, delineating Iranian EFL teachers’ transformative teaching self at its core, which can constantly stimulate the teachers’ three interactive triplex identity types, i.e. conformative, critical, and mediational identities. Finally, this study entailed some implications such as updating teachers’ knowledge of mediational identity, professional retraining about mediation, encouraging teachers to achieve an understanding of their transformative teaching self, and preparing them to be efficient transformative teaching learners and practitioners of the model in this study.

This chapter reports on the development of language awareness and second language identities of a cohort of Chinese TESOL teachers that arose as a result of incidental classroom interactions during a TESOL Masters course in Australia. The experiences of such interactions appeared to help the Chinese teachers make stronger connections between form and meaning, and, while they also reflected deeply on the pedagogies of grammar, they gained a wider view of language teaching and learning that included pragmatic and sociolinguistic awareness. The impact of cultural and educational exchanges and the resulting formations of second language identities is an emerging focus of research (Benson, Barkhuizen, Bodycott and Brown, 2013). In the field of TESOL, such movements and exchanges are creating opportunities to develop a richer discourse, by drawing on diverse traditions of professionalism in different communities and contexts, and calls are increasingly being made for a plural professional knowledge and more inclusive relationships (Canagarajah, 2005; Holliday, 2005; Widdowson, 2004). The People’s Republic of China has been one of the major contributors to student and teacher mobility in recent years; English language is now a priority subject in China, and all students entering university must take the English college test whether they intend to major in English or not, and therefore there has been much interest in upskilling cohorts of Chinese teachers of English to meet this demand. An increasingly typical initiative is to award scholarships to gain professional qualifications in English-speaking countries. A cohort of English teachers from Jiangsu province, China, is the focus of the present study. During their Masters in TESOL course in Queensland, Australia, they experienced interactions with native speakers inside and outside of the classroom. As their course lecturer for several TESOL units, I was interested in the nature of the incidental language awareness arising from course activities with their native-speaking peers. I was also interested in whether they felt that these experiences had implications for their sense of identity in a second language. The following sections therefore discuss the key themes: interaction in higher education contexts, language awareness, and second language identities.

This thesis is about contemporary identity and developmental politics in the Chittagong Hill Tracts (CHT) of Bangladesh. Based on ethnographic research among the Pangkhuas, one of the twelve marginal ethnic groups living here, the thesis examines the everyday forms of identity and developmental practices in relation to a continuous hegemonic articulation of the state’s presence in this geopolitical margin. The central methodology of the research has been multi-sited ethnography characterized by anti-essentialism. A number of key themes and issues are explored in this thesis. First, the process of state hegemony is examined with a focus on its extraordinary articulation of nationalistic imaginations about communities living in the CHT and its colonial genealogy. Second, I argue that displacement is the most compelling norm of settlement in the CHT where the enclosure by the state has politically reproduced the settlement patterns of the region. Third, the complex and ingrained forms of identity construction among the hill communities are examined, explaining how identities are constantly reconfigured by the people themselves or by the State’s attempts to conscript them into governmental nomenclature. Fourth, I explain how the Pangkhuas, as well as other marginal communities in the CHT, become subjects of a developmental pedagogy that identifies their own tradition and culture as a barrier to their progress. Fifth, the thesis discusses a certain cultural politics of turning the communities from ‘fugitives’ to ‘citizens’ who have historically resisted political conscription by the state. I argue that a political process of conversion and cooption reproduces the Pangkhuas as ‘secondary citizens’ of a liberal nationstate. Sixth and finally, I illustrate how the Pangkhuas encounter the hegemonic enclosure of the state both through dissident and resilient strategies in relation to political strategies of other CHT communities in general, who tend to seek a future in the global alliance of the indigenous people confronting the hegemony of nationstates.

This paper adopts an ethnographic perspective to explore teachers-as-designers in the use of Video Conferencing technology for the teaching of English as an additional (foreign) language. The research explores the practices of teachers based in England synchronously teaching learners in South America. These colleagues are ‘remote teachers’ working in England but teaching alongside teachers and pupils in Brazil and Uruguay. The research contributes to debates in the field by framing teachers ‘as designers’ as issues of identity and ethics as much as issues of the pragmatics of planning and the philosophy of pedagogy. With fieldwork lasting for a six-month period, the mixed-methods ethnography collated data from classroom observation, semi-structured interviews and focus groups. The position taken is that ‘designing’ technology-enhanced pedagogy is best understood as enacted and embodied (Merleau-Ponty, 1962) within broader teacher practice as a whole. The significance of this is that in exploring the design decisions of teachers this research creates an ethnographically driven space which addresses issues of ‘craft’, practice, ethics and identity as well as the professional development and support needed for new teachers-as-designers. In adopting a position of ‘teacher-as-designer’, in terms of the skilful and informed preparation of learning technology, this research re-frames ‘design’ as a matter of teachers as craft-practitioners. In this reframing, the research adopts the conceptual lens of Sennett (2008) and explores the notion of the pleasure and ethics inherent in craft/design practice. Through this lens, design work is both craft-work and identity-work. This positions teachers-as-designers as agents of global educational change – offering through their ‘craft’ practices a potential solution to problems of global teacher shortage.

The study aims to explore the EFL learner's developmental process of English reading literacy for professional purposes. Drawing on Gee's (2001b) sociocognitive perspective on reading, Peirce's (1995) theory of social identity, and Wenger's (1998) social ecology of identity, the research investigated how a novice became a competent English for Specific Purpose (ESP) reader. By purposeful sampling, a pharmaceutical product agent in her middle adulthood was invited to take part in the study. The experienced ESP reader received four Mandarin-based life-story interviews between October 2007 and February 2008. The findings indicated that the participant's investment in literacy and ESP reading was heavily involved with the identity that she had acquired in the family. It was also shown that at the work site, the participant's ESP reading proficiency varied with her positioning in her community: at the periphery, she experienced tremendous difficulties while at the core of the community, she demonstrated high level ESP reading proficiency along with full membership. The study suggests the need for a more comprehensive reading theory to capture the dynamism of reader identity. Pedagogical implications relate to the need for teachers to raise ESP readers' awareness of their positions and orientations in the literacy journey.

This thesis contributes to the understanding of an important ongoing issue in mathematics education and adds to the literature on ways to address this issue. The study is located against a social and historical background of issues of exclusion from participation in opportunities that are afforded by competence in mathematics. Mathematics anxiety (maths anxiety) in primary pre-service teachers has been reported in the research literature as an ongoing issue. This anxiety can lead to high levels of stress and poor performance and can impact on confidence and emotional and academic wellbeing. Often, proposed solutions have focussed on how pre-service teachers might better learn mathematics. However, research addressing affect has indicated the need for greater emphasis on understanding their emotional responses and anxieties. This thesis reports a descriptive and interpretive sequential mixed method study within the affective domain which investigated the effectiveness of bibliotherapy to better understand and address maths anxiety. The purpose was to understand the impacts of maths anxiety on the mathematical identity of primary pre-service teachers, and how these impacts might be ameliorated. The study investigated questions concerning the range and extent of maths anxiety in pre-service teachers at the start of their teacher education course, their perceptions of the influences that had stimulated this anxiety, and the effectiveness of bibliotherapy in better understanding and/or addressing maths anxiety in pre-service teachers. Data were collected through quantitative and qualitative methods, using the Revised Mathematics Anxiety Rating Scale (Alexander & Martray, 1989) to identify the range and extent of participants’ maths anxiety, and the narrative device of Critical Incident Technique (CIT) to investigate the experiences to which they attributed this anxiety. Participants’ views provided their perceptions of their mathematical identity. The study investigated the effectiveness of bibliotherapy in two different contexts, Cognitive bibliotherapy in existing classes and Interactive bibliotherapy in a small-group workshop developed in collaboration with the student counsellor. The study employed a multi-scope analysis which used a range of methods – descriptive and inferential statistics (t-tests, confirmatory and exploratory factor analyses), and analysis of themes identified by the CIT and bibliotherapy in the two different contexts. The study found that pre-service teachers begin their teacher education course with existing levels of maths anxiety, which are largely associated with the negative effects of testing and evaluation. The findings also confirmed the major contribution of former teachers to the development of pre-service teachers’ maths anxiety, drawing attention to the consequences of blame and humiliation reported by participants and to the importance of the concept of pedagogical tact. The study emphasised the benefits of including in this research pre-service teachers who did not identify with maths anxiety in this research. The workshop provided a transformative experience, as participants showed increased understanding and revision of their maths anxiety and identified alternative conceptions of their previous mathematical experiences. Insight was identified as a major factor in the development of participants’ future mathematical identity. This led to evaluations of their future effectiveness as teachers of mathematics, thus illustrating the development of a more positive projective identity. Contributions of the study included the modification of the bibliotherapy stages, development of a key of ideal types for responses and development of a new concept of “biblioperception.” It provided a model for professional collaboration with the student counsellor in the form of the workshop protocol. This thesis argues for a paradigm shift in the way researchers, teacher educators and policy makers view maths anxiety in pre-service teachers. There is a need to identify and celebrate the positive influences that past experiences of maths anxiety can have on evolving more effective teachers in our classrooms, potentially enabling a wider range of students to develop more positive relationships with mathematics. In recognising the potential for pre-service primary teachers’ experiences and understanding of maths anxiety to increase their effectiveness teachers of mathematics, this thesis not only posits a new way of thinking about maths anxiety in pre-service teachers, but also provides insights into how it might be addressed, which would be of interest to both researchers and teacher educators. It also discusses implications and recommendations for future research, education practice and policy.

This article critically examines Joao Paraskeva’s work (2011) in decolonizing the curriculum field with a focus on its extension into the daily theorizations and contradiction in U.S. public secondary education in the formation and oppression of identities. As language teachers, we both are confronted with the standardization of curriculum through Common Core that continues to block critical thinking and act as mechanism of colonization. Furthermore, we use our experiences in being made by the U.S. public education system in which we come from different cultural and linguistic backgrounds to see how culture and gender catalyzed how we were shaped in schools. This analysis evinced the need of Paraskeva’s (2011) concept of the Itinerant Curriculum Theory (ICT) in US public education and unveiled how the curriculum contains epistemicides (Santos, 2007; Paraskeva, 2011), linguicides (Thiong’o, 2009), commodification, anesthetization. Race to the Top (RTTT), No Child Left Behind (NCLB), and now Ever Child Succeeds Act (ECSA) perpetuate a process of colonizing the mind instead of creating a space for liberatory pedagogy and ICT in which identities, spiritualities, and knowledges would strengthen instead of facing erasure. Elizabeth Janson is a high school English teacher in the South Coast of Massachusetts and received her PhD in Educational Leadership and Policy at UMass Dartmouth. She also is active in organizing efforts to engage the community about critical education issues. Her research focuses on analyzing educational policy and practice, particularly globalization, privatization, coloniality, decolonial theory, curriculum theory, and cultural politics. She has presented her research at both national and international conferences, including AERA, WERA, CIES, TRED, and AAACS. She is a contributing author to several books. including The Curriculum. Decanonizing the Field. Carmelia Silva is the World Languages Department Chair and a Spanish teacher at Joseph Case High School. She has been teaching for sixteen years. She received her PhD in Educational Leadership and Policy with a research focus in cultural politics, identity, coloniality, language, and privatization of public education. She has presented at American Advancement for Curriculum Studies Conference, New England Educational Research Organization Conference, Center for International Educational Studies Conference, and TRED Conference.

How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.

This article discusses some of the results obtained in the development of a collaborative research which focused on the (re)configuration of pedagogical practices and identities of an English teacher. The data were collected through reflective sessions and diaries and the procedures of analysis were basically of Critical Discourse Analysis. The results indicate the collaborative research allowed the participant to reconfigure her pedagogical practice and her identity as an English teacher. This research also highlights the need for the development of continuing education programs in State schools so that representations of teaching and learning, as well as the constitution of professional identities, can be problematized in the process of building a reflective education culture.

Since its implementation in 2012, the Philippines’ mother tongue-based multilingual education (MTB-MLE) program has already generated issues that point to the seemingly inadequate preparation of the education bureau when it comes to teacher training and instructional materials production. However, one concern that is seldom mentioned in the literature is the learners’ attitude toward the languages they learn in the process. This is crucial because this attitude could reveal their learning motivations and formation of linguistic and sociocultural identity. Informed by the notion of language attitudes and construction of identity, this study explores the perception of trilingual children on their mother tongue and second languages—Ilocano, Filipino, and English, vis-a-vis their identity construction. Results show that most of the learners hold a positive attitude toward the three languages. However, the identified negative attitudes of some learners as regards these languages may cause pedagogical concerns linking to language teaching and the discourse of culture, nationalism, and globalization. DOI: doi.org/10.24071/llt.2020.230107

Este trabalho partiu da nossa vivência no contexto escolar e da literatura sobre os temas abordados: corpo, identidade e diferença. Elegemos o ensino de Educação Física como foco pelo fato de em muitos casos ser mais visível a busca de uma identidade fixa dos estudantes por meio do controle dos corpos, mas as questões abordadas no texto não se restringem a essa área, podem ser utilizadas no ensino de Ciências ou em qualquer área do conhecimento que tenha interesse em promover discussões sobre essas questões. Assim sendo, o objetivo deste trabalho foi discutir de que maneira as aulas de Educação Física na escola podem colaborar no processo de construção das identidades numa perspectiva intercultural. Para isso, adotamos o uso do cinema a fim de promovermos formas de resistência e rompimento de hierarquias e relações opressivas de poder para se chegar a uma sociedade mais democrática, plural e humana.

The underachievement of African Caribbean boys has been the subject of considerable debate and research in education, but few studies focus on this group’s achievements. Difficulties associated with racial identity and masculinity are amongst explanations offered for African Caribbean boys’ educational underachievement, and research has also implicated the peer group’s contributions to undermining academic performance.\n\nThis study explored the subjective experiences of seven high-attaining African Caribbean boys, aged 14 to 15 from one secondary school, regarding their perceptions of peer influences in school. Participants were given two narrative interviews, two months apart, about their relationships with peers and experiences related to “peer influence” and the impact they consider that this has on their education and attainment. Interviews also addressed the impact of family narratives on the boys at school. The interviews were analysed using Gee’s (1991) structural linguistic narrative approach, which as well as helping to identify narratives also allowed analysis of how the boys performed their identities in co-constructing their narratives with the interviewer.\n\nThe findings suggest that the boys perceived peers to have some influence on their educational experiences and subsequent attainment, though family influences were stronger on the boys’ educational values. Narratives espoused the positive aspects of peer relationships as being emotionally and practically supportive and helping boys’ motivation to study through competing for high grades. Pupils used multiple and complex strategies to manage their relationships so that they continued to attain well. These included strategic self-presentation, deploying resources and utilising support from teachers and family members. Family racialised narratives were found to play an important role in developing racial identity and academic orientation. Implications for educational psychology practice and pedagogy in schools are discussed.

With the recent development in the field of sport psychology professional training, the value of the professional doctorate has become increasingly apparent due to its ability in allowing neophyte practitioners to develop competence required of practitioner psychologists, and translate knowledge in research to the workplace. The present portfolio contains a blend of research and practice components, complimented by significant reflective practice content, to demonstrate the author’s competency in ethics and professional standards, consultancy, research and teaching and training, whilst demonstrating aspects of originality and the generation of new knowledge for the field. The portfolio commences with the author’s reflective accounts across key professional standards, consultancy, research, and dissemination experiences, identifying the meaningful learning experiences that most developed the author both personally and professionally. Following this are three consultancy case studies, which provide an in-depth account of the staged-process the author underwent in the creation, development, and monitoring of an intervention(s) when working with golf, running, and football athletes. Within this, ongoing critical analysis and reflective practice allowed the author to develop an effective, congruent philosophy of practice in humanism and holism, facilitating a more authentic sense of self within their practitioner identity. The portfolio then explores the teaching and training elements of the professional doctorate, including the negotiation of the environment and key stakeholders within the process, the construction of an applied, active learning environment for the teaching of sport psychology, and the key pedagogical frameworks and taxonomies that underpinned the approach. Attention then switches to the research elements of the portfolio, with the systematic review and two empirical papers attempting to bridge the gap between research and practice within the topic of Identity in disability sport, including investigation of the psychological well-being experiences of stakeholders working in Para-Football and the development of a psychological well-being culture. Within this, key ontological and epistemological paradigms enabled the author to navigate a coherent and congruent practitioner–researcher identity. Ultimately, the reflective practice commentary (meta-reflection) provides a summary of the process, with the professional doctorate providing the candidate with an authentic connection between their work and a broader transcendent life purpose beyond the self (Bailey & Madden, 2016).