MEd., University of Illinois at Urbana Champaign; Phd., National Chi Nan University; teaching language arts and literature at a private high school in Taiwan; researching Cosmopolitanism in pedagogy. Still believes in Global Citizenship Education in the 21st Century.
[[abstract]]在現今的跨國世界實體裡，增權賦能以讓青年有能力去了解與連結文化間的差異是相當重要的，世界主義觀點中對這些差異的尊重，理應成為二十一世紀學習中的一項準則。在英語作為外語教學... more [[abstract]]在現今的跨國世界實體裡，增權賦能以讓青年有能力去了解與連結文化間的差異是相當重要的，世界主義觀點中對這些差異的尊重，理應成為二十一世紀學習中的一項準則。在英語作為外語教學方面，為了改善學校英語教學根基，本研究希望能夠提升學生對於文化多樣性欣賞的素養，必須將英語教學視為是一種社會文化學習的、建構主義的和對話式的教與學。這項教學改變的重點有益於推動跨文化的教學方法，讓學生在臺灣這個相對同質的環境中思考多樣性。本研究採混合研究方法，以大學一年級學生為研究對象，本研究旨在了解透過外國文學作品之閱讀以及「閱讀回應寫作」（RRW）與「文學圈討論」（LCD）的教學方式，對學生在學習全球重要且具特定文化背景的之影響，以及學生對於全球連結的感受。 在第一階段為行動研究法，包含規劃、行動、觀察與反思等四個循環步驟, 將其作為檢視提升全球意識效能的工具，接著以結構式訪談、調查法與問卷調查進行質性與量化分析；繼之，採用源自於「交流回應理論」的「對話回應閱讀」（DRR）與「美學回應論述理論」（ARD），使學生能具批判性的自我反思，並根據理論編定具意義建構導向的跨文化能力指標。根據多方的三角檢證後，顯示在兩組參與的學生中對於文學的生活回應都證實世界觀的養成是重要的。在主題文本分析方面，從強調跨文化能力的回應寫作參與者中挑選出177組進行分析，以及根據Byram(1997)的跨文化溝通能力模組確定了認知、情意、技能三個面向的效能。這些分析在情意與認知觀點方面皆呈現在社會價值觀、社會風俗、社會系統等三種型態之中，這項結果凸顯出世界觀精神與跨文化取向。最後，透過探究式的、學生中心的與經驗的教學法增加了跨文化交流的需求，這些方式讓EFL教室場域得以轉型與實踐，並且創造出更多可與他人接觸的空間。[[abstract]]Empowering youth with the ability to understand and bridge difference across cultures is paramount in today's transnational reality. Cosmopolitan respect for difference ought to be an axiom of 21st century learning. Laying the foundation in schools for the invigoration of English Language Teaching (ELT) to enhance appreciation of cultural diversity becomes possible with an emphasis on English as a Foreign Language (EFL) as sociocultural learning, constructivist and dialogic. Such emphasis is beneficial in advancing an intercultural approach to instruction for students contemplating diversity in relatively homogenous environments. This project represents the first stage of action research grounded in cycles of planning, acting, observing and reflecting upon the efficacy of literature as a tool for encouraging heightened global mindedness. The research applies a mix-method approach, blending quantitative analysis from semi-structured interviews, surveys, and questionnaires with qualitative description of narratives found in first year post-secondary students’ Reader Response Writing (RRW) and Literature Circle Discussion (LCD) to determine the effect of globally significant and culturally-specific literature (GSCS-Lit) upon students’ feelings of global connection. The methods of Dialogic Responsive Reading (DRR) and Aesthetic Response Discourse (ARD), both inspired by transactional theory, enabled students’ critical self-reflection which produced aesthetic responses highlighting indicators of Intercultural Communicative Competence (ICC) within domains of meaning construction. Results delivered from a multi-phase triangulation interlinked with analysis of students ‘lived responses’ to the literature demonstrated the cultivation of cosmopolitan sensibility among participants in two cohorts. A thematic textual analysis (TTA) of 177 extracts culled from response writing underscored dimensions of ICC within participants’ meaning construction, suggesting the efficacy of Byram’s (1997) model of ICC in ascertaining affective, cognitive, and skills domains. The analysis revealed a pattern of affective and cognitive perceptions within three kinds of broad responses addressing social values, social customs, and social systems. The results add weight to the demand for a cosmopolitan ethos to intersect with intercultural approaches for an inquiry-based, student-centered, and experiential pedagogy generating a transformational praxis in EFL classrooms, and creating more enlivened spaces for engagement with the Other.[[note]]博
ABSTRACT Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for r... more ABSTRACT Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a “conscientization” or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Māori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Māori framework as counter strategy to Eurocentric curricula and colonial paradigms.
ABSTRACT Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for r... more ABSTRACT Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a “conscientization” or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Māori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Māori framework as counter strategy to Eurocentric curricula and colonial paradigms.
The call for educational reform has been ongoing in Japan for decades. In 2002 the Japanese Minis... more The call for educational reform has been ongoing in Japan for decades. In 2002 the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) adopted a policy of curricula decentralization that can be interpreted as agency for social transitioning. The promulgation of reform agenda aims to equip students to face the realities of rapidly shifting social, economic and political conditions. The new curriculum emphasizing “zest for living”, is the ministry’s response to the nation’s current malaise and the increasing demand for the inclusion in the classroom of curriculum that aims to offer 21st Century skills. Despite criticism from conservatives about declining standards and the pendulum’s swing to the right for a more traditional approach, a dominant thread of concern remains how to take the pressure out of the Japanese system of education and guide students towards self-learning that leads to more meaningful lives.
Kaupapa Maori Theory was conceptualized in the 1980s in New Zealand as a framework for revolution... more Kaupapa Maori Theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing indigenous education. Its success marks it as a transformational praxis beneficial to Aboriginal educators beyond the shores of Aotearoa. Kaupapa Maori Theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a ‘conscientization’ or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I highlight a case study from Canada to demonstrate the process of critical consciousness as experienced at a First Nations school in Aklavik, NWT, where educators have employed Kaupapa Maori Theory and culture-based curriculum for positive outcomes. This comparison can serve as a critical lens to Aboriginal educators in Canada who might want to draw more from the transformative power of the Maori revolution as a counter strategy to western hegemony.
This is an examination of the dialectic on citizenship rights as it pertains to gays and lesbians... more This is an examination of the dialectic on citizenship rights as it pertains to gays and lesbians as they struggle to win the right to marry in the United States. The bipolar politics of sexuality in the U.S.A. has brought Americans to a philosophical battleground on this singular issue. This research looks at the dichotomy of views swirling around the politics of sexuality and will show that, though the culture war is far from over, one can now register a clarion call for a return to the values that lay at the heart of the very concept of American liberty. The dialogue on same-sex marriage and citizenship rights has been encumbered by virulent intolerance, exemplified by pundits whose highly subjective view of Judeo-Christian ideals, rituals, and customs prohibits any acquiescing on same-sex marriage. The Christian Right continues to purvey belligerent fundamentalism, witnessed by the extreme battle cry for a Christian “jihad” against gays and lesbians; yet such overt sectarianism is now being counterbalanced by moderates who are gradually moving towards a more inclusive view of family and marriage. Could this be Hegel’s geist, an unfolding of reason, lifting the veil upon perception and guiding us towards telos? This research underscores a positive transition in the debate on same-sex marriage within the U.S.A and compares it to similar developments occurring around the world for broader citizenship rights for gays and lesbians.
Educators worldwide recognize the importance of comparative studies of pedagogy, policy, and curr... more Educators worldwide recognize the importance of comparative studies of pedagogy, policy, and curriculum. There was always need for such comparison, but it is especially true today as rapidly changing global contexts – the fault lines of global interdependency - demand that we craft new strategies for 21st century learning. The forces of globalization have inaugurated a new aeon in international relations and the nation state is said to be disaggregating. The transforming global economic order demands a rethinking of pedagogy as transnational and cross-cultural dynamics alter the geopolitical landscape, bringing increasing interconnection and interdependency of humanity. Educational systems must cultivate a citizenship that has awareness of and appreciation for this interdependency. The realities of diversity, multiculturalism, and pluralism must be taught in schools today and classrooms ought to become ground zero for a citizenship education that espouses the paradigm of a global consciousness. This paper depicts the metamorphic shift underway in the discourse on global citizenship education; the underlying premise being that pedagogy for citizenship education, embedded within social studies, can function as a bulwark for the cosmopolitan project and the reconceptualization of identity beyond limiting views of nationalism or the bounded nation state.
Transnational gay identities exist in a variety of contacts and exchanges that cross national, cu... more Transnational gay identities exist in a variety of contacts and exchanges that cross national, cultural and linguistic boundaries. This is the “gay global village,” or the homosexual subculture that has emerged over the past four decades as a transnational, political, cultural, and social phenomenon. The asymmetry of this identity reveals that gay subjectivity is not a byproduct of western hegemony since gay identities exist in diverse settings alongside the scaffolding of identity politics that may or may not operate under the aegis of western liberalism. The animus of this research is to illustrate the continuum that gays and lesbians have traversed in their quest for recognition, tolerance and rights, and to show that they are now on the cusp of a future ‘state of becoming’ as theorized by Michel Foucault. A secondary goal of this research is to provide an overview of gay studies and to explore the relationship of globalization to gay empowerment, revisiting certain milestones in the history of the gay and lesbian movement. It is understood that the recognition of a “gay global village” does not indicate an end to homophobia, but it is hoped that this work will assist in the further valorization of a joyful global gay identity.
Empowering students with the ability to understand and bridge difference is paramount in today's ... more Empowering students with the ability to understand and bridge difference is paramount in today's transnational reality. Intercultural education and cosmopolitan respect for difference must become an axiom of 21st century learning. The expansion of a culture of peace in classrooms becomes possible with the creative use of literature and media across the curriculum. This research explores the use of literature and reader response theory as tools used in tandem to enliven TEFL instruction and foster the Cosmopolitan Project within the classroom. I focus on instruction at a high school in Taiwan, examining how literature can help navigate conflict and transform the foreign language classroom into a space for engagement with the other.
This paper examines the hope inherent in the ambition of cosmopolitan theory in tandem with the p... more This paper examines the hope inherent in the ambition of cosmopolitan theory in tandem with the positive yet pragmatic political theory of Seyla Benhabib. Cosmopolitan theory maintains hope for the development of cosmopolitan norms outside of the nation-state, while Benhabib’s precision-like analysis leads to an understanding of the growing tensions within the nation-state as it responds to globalization and the push for transnational democracy and global justice.
This paper addresses the need for new approaches to TEFL at the high school level in Taiwan. Inst... more This paper addresses the need for new approaches to TEFL at the high school level in Taiwan. Instructors must do more to empower student identity and this can be achieved with curriculum that is content-based and meaning-driven, drawing upon the pedagogical theory of constructivism. I offer a synthesis of theory and practice with the coda that learning is more process than outcome, recommending the integration of art, social studies, and language arts for greater L2 acquisition. Educating for 21st Century skills demands a new paradigm in teaching; therefore, educators should acknowledge ubiquitous learning, recognize multiple intelligences, utilize storytelling, and foster experiential learning with information technology. The integration of constructivism with TEFL will require a healthy respect for cross-cultural variations in approaches to teaching and learning, but attempting it augurs well for students’ success in constructing meaningful pathways to a competent engagement with the world.
Note: Various terms are used to refer to the teaching of English to non-English speaking people. These terms are sometimes associated with ideologies and identities thought to be culturally insensitive. I use TEFL as it more closely relates to the context in which I am teaching. Many ESL/EFL programs and professionals operate under the aegis of TESOL, a worldwide organization of instructors.
Key Words: Constructivism; ESL (English as a Second Language); EFL (English as a Foreign Language) digital storytelling; experiential learning; internationalism, L2 learning, life-long learning; localization; multiple intelligences; TEFL (Teaching of English as a Foreign Language); TESOL (Teaching of English to Speakers of Other Languages); 21st century skills.
Rumi, the 13th-century Persian poet, invites us to contemplate existence beyond subjective attach... more Rumi, the 13th-century Persian poet, invites us to contemplate existence beyond subjective attachment. The importance of preparing young people to understand and interact with a culturally diverse and globally interconnected world cannot be overstated today. The advancement of Peace Education is paramount in a world that is increasingly integrated. Cross-cultural communication skills are an essential component of 21st-century education and cultivating a willingness to engage with the ‘Other’ requires a mindset that is open and reflective. This paper proposes that Peace Education be advanced by acknowledging the need for Intercultural Communicative Competence (ICC), one of the key Global Competencies, in schools alongside the development of critical thinking skills. The approach calls for merging Multicultural Literature and Reader Response Theory (RRT) within TESOL classrooms for experiential learning in high school classrooms in Taiwan.
Keywords: critical thinking, intercultural communicative competence, global competencies, Reader Response Approach (RRA), Reader Response Theory (RRT).
This paper examines the dialectic on citizenship rights as it pertains to gays and lesbians as th... more This paper examines the dialectic on citizenship rights as it pertains to gays and lesbians as they struggle to win the right to marry in the United States. The bipolar politics of sexuality in the U.S.A. has brought Americans to a philosophical battleground on this singular issue. This research looks at the dichotomy of views swirling around the politics of sexuality and will show that, though the culture war is far from over, one can now register a clarion call for a return to the values that lay at the heart of the very concept of American liberty. The dialogue on same-sex marriage and citizenship rights has been encumbered by virulent intolerance, exemplified by pundits whose highly subjective view of Judeo-Christian ideals, rituals, and customs prohibits any acquiescing on same-sex marriage. The Christian Right continues to purvey belligerent fundamentalism, witnessed by the extreme battle cry for a Christian “jihad” against gays and lesbians; yet such overt sectarianism is now being counterbalanced by moderates who are gradually moving towards a more inclusive view of family and marriage. Could this be Hegel’s geist, an unfolding of reason, lifting the veil upon perception and guiding us towards telos? This research underscores a positive transition in the debate on same-sex marriage within the U.S.A and compares it to similar developments occurring around the world for broader citizenship rights for gays and lesbians.
Empowering youth with the ability to understand and bridge difference among cultures is paramount... more Empowering youth with the ability to understand and bridge difference among cultures is paramount in today's transnational reality. Cosmopolitan respect for difference ought to be an axiom of 21st century learning. Laying the foundation for an appreciation of global diversity in schools and invigorating English Language Teaching (ELT) with creative approaches becomes possible with a reconceptualization of methodology for English as a Foreign Language (EFL). This reconceptualization advances a sociocultural framework for second language acquisition, enabling an intercultural approach to EFL for students struggling to learn about different cultures in relatively homogenous environments. This is action research grounded in a cycle of planning, acting, observing, and reflecting; it blends qualitative description of student narratives with quantitative outcomes. Data was collected from students’ writings, discussions, and interviews highlighting Dialogic Responsive Reading and Aesthetic Response Discourse as methods to construct scaffolding for Literature Circle Discussion of globally significant and culturally-specific literature (GSCS-Lit). This approach fosters cosmopolitan sensibility and increased communicative competence among EFL students. Textual Analysis of students’ writing, dialogues, and interviews was weighed with quantitative results from surveys and questionnaires and the results show emerging domains of Intercultural Communicative Competence (ICC). A pilot study and a formal study indicate that an inquiry-based, student-centered, and constructivist pedagogy crafts an eclectic mix of methods and generates a transformational praxis for EFL classrooms, creating more enlivened spaces for engagement with the Other. Key Words: Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
Empowering youth with the ability to understand and bridge difference among cultures is paramount... more Empowering youth with the ability to understand and bridge difference among cultures is paramount in today's transnational reality. Cosmopolitan respect for difference ought to be an axiom of 21st century learning. Laying the foundation for an appreciation of global diversity in schools and invigorating English Language Teaching (ELT) with creative approaches becomes possible with a reconceptualization of methodology for English as a Foreign Language (EFL). This reconceptualization advances a sociocultural framework for second language acquisition, enabling an intercultural approach to EFL for students struggling to learn about different cultures in relatively homogenous environments. This is action research grounded in a cycle of planning, acting, observing, and reflecting; it blends qualitative description of student narratives with quantitative outcomes. Data was collected from students’ writings, discussions, and interviews highlighting Dialogic Responsive Reading and Aesthetic Response Discourse as methods to construct scaffolding for Literature Circle Discussion of globally significant and culturally-specific literature (GSCS-Lit). This approach fosters cosmopolitan sensibility and increased communicative competence among EFL students. Textual Analysis of students’ writing, dialogues, and interviews was weighed with quantitative results from surveys and questionnaires and the results show emerging domains of Intercultural Communicative Competence (ICC). A pilot study and a formal study indicate that an inquiry-based, student-centered, and constructivist pedagogy crafts an eclectic mix of methods and generates a transformational praxis for EFL classrooms, creating more enlivened spaces for engagement with the Other. Key Words: Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
Empowering youth with the ability to understand and bridge difference among cultures is paramount... more Empowering youth with the ability to understand and bridge difference among cultures is paramount in today's transnational reality. Cosmopolitan respect for difference ought to be an axiom of 21st century learning. Laying the foundation for an appreciation of global diversity in schools and invigorating English Language Teaching (ELT) with creative approaches becomes possible with a reconceptualization of methodology for English as a Foreign Language (EFL). This reconceptualization advances a sociocultural framework for second language acquisition, enabling an intercultural approach to EFL for students struggling to learn about different cultures in relatively homogenous environments. This is action research grounded in a cycle of planning, acting, observing, and reflecting; it blends qualitative description of student narratives with quantitative outcomes. Data was collected from students’ writings, discussions, and interviews highlighting Dialogic Responsive Reading and Aesthetic Response Discourse as methods to construct scaffolding for Literature Circle Discussion of globally significant and culturally-specific literature (GSCS-Lit). This approach fosters cosmopolitan sensibility and increased communicative competence among EFL students. Textual Analysis of students’ writing, dialogues, and interviews was weighed with quantitative results from surveys and questionnaires and the results show emerging domains of Intercultural Communicative Competence (ICC). A pilot study and a formal study indicate that an inquiry-based, student-centered, and constructivist pedagogy crafts an eclectic mix of methods and generates a transformational praxis for EFL classrooms, creating more enlivened spaces for engagement with the Other. Key Words: Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
[[abstract]]在現今的跨國世界實體裡，增權賦能以讓青年有能力去了解與連結文化間的差異是相當重要的，世界主義觀點中對這些差異的尊重，理應成為二十一世紀學習中的一項準則。在英語作為外語教學... more [[abstract]]在現今的跨國世界實體裡，增權賦能以讓青年有能力去了解與連結文化間的差異是相當重要的，世界主義觀點中對這些差異的尊重，理應成為二十一世紀學習中的一項準則。在英語作為外語教學方面，為了改善學校英語教學根基，本研究希望能夠提升學生對於文化多樣性欣賞的素養，必須將英語教學視為是一種社會文化學習的、建構主義的和對話式的教與學。這項教學改變的重點有益於推動跨文化的教學方法，讓學生在臺灣這個相對同質的環境中思考多樣性。本研究採混合研究方法，以大學一年級學生為研究對象，本研究旨在了解透過外國文學作品之閱讀以及「閱讀回應寫作」（RRW）與「文學圈討論」（LCD）的教學方式，對學生在學習全球重要且具特定文化背景的之影響，以及學生對於全球連結的感受。 在第一階段為行動研究法，包含規劃、行動、觀察與反思等四個循環步驟, 將其作為檢視提升全球意識效能的工具，接著以結構式訪談、調查法與問卷調查進行質性與量化分析；繼之，採用源自於「交流回應理論」的「對話回應閱讀」（DRR）與「美學回應論述理論」（ARD），使學生能具批判性的自我反思，並根據理論編定具意義建構導向的跨文化能力指標。根據多方的三角檢證後，顯示在兩組參與的學生中對於文學的生活回應都證實世界觀的養成是重要的。在主題文本分析方面，從強調跨文化能力的回應寫作參與者中挑選出177組進行分析，以及根據Byram(1997)的跨文化溝通能力模組確定了認知、情意、技能三個面向的效能。這些分析在情意與認知觀點方面皆呈現在社會價值觀、社會風俗、社會系統等三種型態之中，這項結果凸顯出世界觀精神與跨文化取向。最後，透過探究式的、學生中心的與經驗的教學法增加了跨文化交流的需求，這些方式讓EFL教室場域得以轉型與實踐，並且創造出更多可與他人接觸的空間。[[abstract]]Empowering youth with the ability to understand and bridge difference across cultures is paramount in today's transnational reality. Cosmopolitan respect for difference ought to be an axiom of 21st century learning. Laying the foundation in schools for the invigoration of English Language Teaching (ELT) to enhance appreciation of cultural diversity becomes possible with an emphasis on English as a Foreign Language (EFL) as sociocultural learning, constructivist and dialogic. Such emphasis is beneficial in advancing an intercultural approach to instruction for students contemplating diversity in relatively homogenous environments. This project represents the first stage of action research grounded in cycles of planning, acting, observing and reflecting upon the efficacy of literature as a tool for encouraging heightened global mindedness. The research applies a mix-method approach, blending quantitative analysis from semi-structured interviews, surveys, and questionnaires with qualitative description of narratives found in first year post-secondary students’ Reader Response Writing (RRW) and Literature Circle Discussion (LCD) to determine the effect of globally significant and culturally-specific literature (GSCS-Lit) upon students’ feelings of global connection. The methods of Dialogic Responsive Reading (DRR) and Aesthetic Response Discourse (ARD), both inspired by transactional theory, enabled students’ critical self-reflection which produced aesthetic responses highlighting indicators of Intercultural Communicative Competence (ICC) within domains of meaning construction. Results delivered from a multi-phase triangulation interlinked with analysis of students ‘lived responses’ to the literature demonstrated the cultivation of cosmopolitan sensibility among participants in two cohorts. A thematic textual analysis (TTA) of 177 extracts culled from response writing underscored dimensions of ICC within participants’ meaning construction, suggesting the efficacy of Byram’s (1997) model of ICC in ascertaining affective, cognitive, and skills domains. The analysis revealed a pattern of affective and cognitive perceptions within three kinds of broad responses addressing social values, social customs, and social systems. The results add weight to the demand for a cosmopolitan ethos to intersect with intercultural approaches for an inquiry-based, student-centered, and experiential pedagogy generating a transformational praxis in EFL classrooms, and creating more enlivened spaces for engagement with the Other.[[note]]博
ABSTRACT Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for r... more ABSTRACT Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a “conscientization” or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Māori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Māori framework as counter strategy to Eurocentric curricula and colonial paradigms.
ABSTRACT Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for r... more ABSTRACT Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a “conscientization” or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Māori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Māori framework as counter strategy to Eurocentric curricula and colonial paradigms.
The call for educational reform has been ongoing in Japan for decades. In 2002 the Japanese Minis... more The call for educational reform has been ongoing in Japan for decades. In 2002 the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) adopted a policy of curricula decentralization that can be interpreted as agency for social transitioning. The promulgation of reform agenda aims to equip students to face the realities of rapidly shifting social, economic and political conditions. The new curriculum emphasizing “zest for living”, is the ministry’s response to the nation’s current malaise and the increasing demand for the inclusion in the classroom of curriculum that aims to offer 21st Century skills. Despite criticism from conservatives about declining standards and the pendulum’s swing to the right for a more traditional approach, a dominant thread of concern remains how to take the pressure out of the Japanese system of education and guide students towards self-learning that leads to more meaningful lives.
Kaupapa Maori Theory was conceptualized in the 1980s in New Zealand as a framework for revolution... more Kaupapa Maori Theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing indigenous education. Its success marks it as a transformational praxis beneficial to Aboriginal educators beyond the shores of Aotearoa. Kaupapa Maori Theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a ‘conscientization’ or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I highlight a case study from Canada to demonstrate the process of critical consciousness as experienced at a First Nations school in Aklavik, NWT, where educators have employed Kaupapa Maori Theory and culture-based curriculum for positive outcomes. This comparison can serve as a critical lens to Aboriginal educators in Canada who might want to draw more from the transformative power of the Maori revolution as a counter strategy to western hegemony.
This is an examination of the dialectic on citizenship rights as it pertains to gays and lesbians... more This is an examination of the dialectic on citizenship rights as it pertains to gays and lesbians as they struggle to win the right to marry in the United States. The bipolar politics of sexuality in the U.S.A. has brought Americans to a philosophical battleground on this singular issue. This research looks at the dichotomy of views swirling around the politics of sexuality and will show that, though the culture war is far from over, one can now register a clarion call for a return to the values that lay at the heart of the very concept of American liberty. The dialogue on same-sex marriage and citizenship rights has been encumbered by virulent intolerance, exemplified by pundits whose highly subjective view of Judeo-Christian ideals, rituals, and customs prohibits any acquiescing on same-sex marriage. The Christian Right continues to purvey belligerent fundamentalism, witnessed by the extreme battle cry for a Christian “jihad” against gays and lesbians; yet such overt sectarianism is now being counterbalanced by moderates who are gradually moving towards a more inclusive view of family and marriage. Could this be Hegel’s geist, an unfolding of reason, lifting the veil upon perception and guiding us towards telos? This research underscores a positive transition in the debate on same-sex marriage within the U.S.A and compares it to similar developments occurring around the world for broader citizenship rights for gays and lesbians.
Educators worldwide recognize the importance of comparative studies of pedagogy, policy, and curr... more Educators worldwide recognize the importance of comparative studies of pedagogy, policy, and curriculum. There was always need for such comparison, but it is especially true today as rapidly changing global contexts – the fault lines of global interdependency - demand that we craft new strategies for 21st century learning. The forces of globalization have inaugurated a new aeon in international relations and the nation state is said to be disaggregating. The transforming global economic order demands a rethinking of pedagogy as transnational and cross-cultural dynamics alter the geopolitical landscape, bringing increasing interconnection and interdependency of humanity. Educational systems must cultivate a citizenship that has awareness of and appreciation for this interdependency. The realities of diversity, multiculturalism, and pluralism must be taught in schools today and classrooms ought to become ground zero for a citizenship education that espouses the paradigm of a global consciousness. This paper depicts the metamorphic shift underway in the discourse on global citizenship education; the underlying premise being that pedagogy for citizenship education, embedded within social studies, can function as a bulwark for the cosmopolitan project and the reconceptualization of identity beyond limiting views of nationalism or the bounded nation state.
Transnational gay identities exist in a variety of contacts and exchanges that cross national, cu... more Transnational gay identities exist in a variety of contacts and exchanges that cross national, cultural and linguistic boundaries. This is the “gay global village,” or the homosexual subculture that has emerged over the past four decades as a transnational, political, cultural, and social phenomenon. The asymmetry of this identity reveals that gay subjectivity is not a byproduct of western hegemony since gay identities exist in diverse settings alongside the scaffolding of identity politics that may or may not operate under the aegis of western liberalism. The animus of this research is to illustrate the continuum that gays and lesbians have traversed in their quest for recognition, tolerance and rights, and to show that they are now on the cusp of a future ‘state of becoming’ as theorized by Michel Foucault. A secondary goal of this research is to provide an overview of gay studies and to explore the relationship of globalization to gay empowerment, revisiting certain milestones in the history of the gay and lesbian movement. It is understood that the recognition of a “gay global village” does not indicate an end to homophobia, but it is hoped that this work will assist in the further valorization of a joyful global gay identity.
Empowering students with the ability to understand and bridge difference is paramount in today's ... more Empowering students with the ability to understand and bridge difference is paramount in today's transnational reality. Intercultural education and cosmopolitan respect for difference must become an axiom of 21st century learning. The expansion of a culture of peace in classrooms becomes possible with the creative use of literature and media across the curriculum. This research explores the use of literature and reader response theory as tools used in tandem to enliven TEFL instruction and foster the Cosmopolitan Project within the classroom. I focus on instruction at a high school in Taiwan, examining how literature can help navigate conflict and transform the foreign language classroom into a space for engagement with the other.
This paper examines the hope inherent in the ambition of cosmopolitan theory in tandem with the p... more This paper examines the hope inherent in the ambition of cosmopolitan theory in tandem with the positive yet pragmatic political theory of Seyla Benhabib. Cosmopolitan theory maintains hope for the development of cosmopolitan norms outside of the nation-state, while Benhabib’s precision-like analysis leads to an understanding of the growing tensions within the nation-state as it responds to globalization and the push for transnational democracy and global justice.
This paper addresses the need for new approaches to TEFL at the high school level in Taiwan. Inst... more This paper addresses the need for new approaches to TEFL at the high school level in Taiwan. Instructors must do more to empower student identity and this can be achieved with curriculum that is content-based and meaning-driven, drawing upon the pedagogical theory of constructivism. I offer a synthesis of theory and practice with the coda that learning is more process than outcome, recommending the integration of art, social studies, and language arts for greater L2 acquisition. Educating for 21st Century skills demands a new paradigm in teaching; therefore, educators should acknowledge ubiquitous learning, recognize multiple intelligences, utilize storytelling, and foster experiential learning with information technology. The integration of constructivism with TEFL will require a healthy respect for cross-cultural variations in approaches to teaching and learning, but attempting it augurs well for students’ success in constructing meaningful pathways to a competent engagement with the world.
Note: Various terms are used to refer to the teaching of English to non-English speaking people. These terms are sometimes associated with ideologies and identities thought to be culturally insensitive. I use TEFL as it more closely relates to the context in which I am teaching. Many ESL/EFL programs and professionals operate under the aegis of TESOL, a worldwide organization of instructors.
Key Words: Constructivism; ESL (English as a Second Language); EFL (English as a Foreign Language) digital storytelling; experiential learning; internationalism, L2 learning, life-long learning; localization; multiple intelligences; TEFL (Teaching of English as a Foreign Language); TESOL (Teaching of English to Speakers of Other Languages); 21st century skills.
Rumi, the 13th-century Persian poet, invites us to contemplate existence beyond subjective attach... more Rumi, the 13th-century Persian poet, invites us to contemplate existence beyond subjective attachment. The importance of preparing young people to understand and interact with a culturally diverse and globally interconnected world cannot be overstated today. The advancement of Peace Education is paramount in a world that is increasingly integrated. Cross-cultural communication skills are an essential component of 21st-century education and cultivating a willingness to engage with the ‘Other’ requires a mindset that is open and reflective. This paper proposes that Peace Education be advanced by acknowledging the need for Intercultural Communicative Competence (ICC), one of the key Global Competencies, in schools alongside the development of critical thinking skills. The approach calls for merging Multicultural Literature and Reader Response Theory (RRT) within TESOL classrooms for experiential learning in high school classrooms in Taiwan.
Keywords: critical thinking, intercultural communicative competence, global competencies, Reader Response Approach (RRA), Reader Response Theory (RRT).
This paper examines the dialectic on citizenship rights as it pertains to gays and lesbians as th... more This paper examines the dialectic on citizenship rights as it pertains to gays and lesbians as they struggle to win the right to marry in the United States. The bipolar politics of sexuality in the U.S.A. has brought Americans to a philosophical battleground on this singular issue. This research looks at the dichotomy of views swirling around the politics of sexuality and will show that, though the culture war is far from over, one can now register a clarion call for a return to the values that lay at the heart of the very concept of American liberty. The dialogue on same-sex marriage and citizenship rights has been encumbered by virulent intolerance, exemplified by pundits whose highly subjective view of Judeo-Christian ideals, rituals, and customs prohibits any acquiescing on same-sex marriage. The Christian Right continues to purvey belligerent fundamentalism, witnessed by the extreme battle cry for a Christian “jihad” against gays and lesbians; yet such overt sectarianism is now being counterbalanced by moderates who are gradually moving towards a more inclusive view of family and marriage. Could this be Hegel’s geist, an unfolding of reason, lifting the veil upon perception and guiding us towards telos? This research underscores a positive transition in the debate on same-sex marriage within the U.S.A and compares it to similar developments occurring around the world for broader citizenship rights for gays and lesbians.
Empowering youth with the ability to understand and bridge difference among cultures is paramount... more Empowering youth with the ability to understand and bridge difference among cultures is paramount in today's transnational reality. Cosmopolitan respect for difference ought to be an axiom of 21st century learning. Laying the foundation for an appreciation of global diversity in schools and invigorating English Language Teaching (ELT) with creative approaches becomes possible with a reconceptualization of methodology for English as a Foreign Language (EFL). This reconceptualization advances a sociocultural framework for second language acquisition, enabling an intercultural approach to EFL for students struggling to learn about different cultures in relatively homogenous environments. This is action research grounded in a cycle of planning, acting, observing, and reflecting; it blends qualitative description of student narratives with quantitative outcomes. Data was collected from students’ writings, discussions, and interviews highlighting Dialogic Responsive Reading and Aesthetic Response Discourse as methods to construct scaffolding for Literature Circle Discussion of globally significant and culturally-specific literature (GSCS-Lit). This approach fosters cosmopolitan sensibility and increased communicative competence among EFL students. Textual Analysis of students’ writing, dialogues, and interviews was weighed with quantitative results from surveys and questionnaires and the results show emerging domains of Intercultural Communicative Competence (ICC). A pilot study and a formal study indicate that an inquiry-based, student-centered, and constructivist pedagogy crafts an eclectic mix of methods and generates a transformational praxis for EFL classrooms, creating more enlivened spaces for engagement with the Other. Key Words: Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
Empowering youth with the ability to understand and bridge difference among cultures is paramount... more Empowering youth with the ability to understand and bridge difference among cultures is paramount in today's transnational reality. Cosmopolitan respect for difference ought to be an axiom of 21st century learning. Laying the foundation for an appreciation of global diversity in schools and invigorating English Language Teaching (ELT) with creative approaches becomes possible with a reconceptualization of methodology for English as a Foreign Language (EFL). This reconceptualization advances a sociocultural framework for second language acquisition, enabling an intercultural approach to EFL for students struggling to learn about different cultures in relatively homogenous environments. This is action research grounded in a cycle of planning, acting, observing, and reflecting; it blends qualitative description of student narratives with quantitative outcomes. Data was collected from students’ writings, discussions, and interviews highlighting Dialogic Responsive Reading and Aesthetic Response Discourse as methods to construct scaffolding for Literature Circle Discussion of globally significant and culturally-specific literature (GSCS-Lit). This approach fosters cosmopolitan sensibility and increased communicative competence among EFL students. Textual Analysis of students’ writing, dialogues, and interviews was weighed with quantitative results from surveys and questionnaires and the results show emerging domains of Intercultural Communicative Competence (ICC). A pilot study and a formal study indicate that an inquiry-based, student-centered, and constructivist pedagogy crafts an eclectic mix of methods and generates a transformational praxis for EFL classrooms, creating more enlivened spaces for engagement with the Other. Key Words: Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
Empowering youth with the ability to understand and bridge difference among cultures is paramount... more Empowering youth with the ability to understand and bridge difference among cultures is paramount in today's transnational reality. Cosmopolitan respect for difference ought to be an axiom of 21st century learning. Laying the foundation for an appreciation of global diversity in schools and invigorating English Language Teaching (ELT) with creative approaches becomes possible with a reconceptualization of methodology for English as a Foreign Language (EFL). This reconceptualization advances a sociocultural framework for second language acquisition, enabling an intercultural approach to EFL for students struggling to learn about different cultures in relatively homogenous environments. This is action research grounded in a cycle of planning, acting, observing, and reflecting; it blends qualitative description of student narratives with quantitative outcomes. Data was collected from students’ writings, discussions, and interviews highlighting Dialogic Responsive Reading and Aesthetic Response Discourse as methods to construct scaffolding for Literature Circle Discussion of globally significant and culturally-specific literature (GSCS-Lit). This approach fosters cosmopolitan sensibility and increased communicative competence among EFL students. Textual Analysis of students’ writing, dialogues, and interviews was weighed with quantitative results from surveys and questionnaires and the results show emerging domains of Intercultural Communicative Competence (ICC). A pilot study and a formal study indicate that an inquiry-based, student-centered, and constructivist pedagogy crafts an eclectic mix of methods and generates a transformational praxis for EFL classrooms, creating more enlivened spaces for engagement with the Other. Key Words: Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
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Papers by Braden Rico
Key Words:
Cosmopolitan norms; democratic iteration; disaggregation of citizenship; discourse theory; jurisgenerative politics; transnational democracy; sovereignty; Westphalian-sovereignty;
Note: Various terms are used to refer to the teaching of English to non-English speaking people. These terms are sometimes associated with ideologies and identities thought to be culturally insensitive. I use TEFL as it more closely relates to the context in which I am teaching. Many ESL/EFL programs and professionals operate under the aegis of TESOL, a worldwide organization of instructors.
Key Words: Constructivism; ESL (English as a Second Language); EFL (English as a Foreign Language) digital storytelling; experiential learning; internationalism, L2 learning, life-long learning; localization; multiple intelligences; TEFL (Teaching of English as a Foreign Language); TESOL (Teaching of English to Speakers of Other Languages); 21st century skills.
Talks by Braden Rico
Keywords: critical thinking, intercultural communicative competence, global competencies, Reader Response Approach (RRA), Reader Response Theory (RRT).
Books by Braden Rico
Drafts by Braden Rico
Key Words:
Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
Key Words:
Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
Key Words:
Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
Key Words:
Cosmopolitan norms; democratic iteration; disaggregation of citizenship; discourse theory; jurisgenerative politics; transnational democracy; sovereignty; Westphalian-sovereignty;
Note: Various terms are used to refer to the teaching of English to non-English speaking people. These terms are sometimes associated with ideologies and identities thought to be culturally insensitive. I use TEFL as it more closely relates to the context in which I am teaching. Many ESL/EFL programs and professionals operate under the aegis of TESOL, a worldwide organization of instructors.
Key Words: Constructivism; ESL (English as a Second Language); EFL (English as a Foreign Language) digital storytelling; experiential learning; internationalism, L2 learning, life-long learning; localization; multiple intelligences; TEFL (Teaching of English as a Foreign Language); TESOL (Teaching of English to Speakers of Other Languages); 21st century skills.
Keywords: critical thinking, intercultural communicative competence, global competencies, Reader Response Approach (RRA), Reader Response Theory (RRT).
Key Words:
Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
Key Words:
Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)
Key Words:
Aesthetic Response Discourse; Action Research; Cosmopolitan Sensibility; Dialogic Responsive Reading; Literature Circle Discussion (LCD); Intercultural-Communicative Competence (ICC); the Teaching of English to Speakers of Other Languages (TESOL)