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Language teacher associations in Japan knowledge producers andor knowledge disseminators

Language teacher associations in Japan knowledge producers andor knowledge disseminators

 Stewart, Alison.
 2016.
 p. 137-149. Oxford University Press. English ISSN: 09510893
Ngôn ngữKnowledge disseminators.Knowledge producers.Language teacher associations.Japan.
Tác giả CN Stewart, Alison.
Nhan đề Language teacher associations in Japan: knowledge producers and/or knowledge disseminators / Alison Stewart and Masuko Miyahara.
Thông tin xuất bản 2016.
Mô tả vật lý p. 137-149.
Tùng thư Oxford University Press.
Tóm tắt To investigate the role of language teacher associations (LTAs) vis-à-vis their members, the case of Japan is notable for the apparent disparateness among the more than 50 associations that have formed over the past 90 years. An historical overview reveals that LTAs in Japan have emerged in four distinct waves, and a survey of representative associations from each of these waves clarifies some current differences between the groups. As a theoretical framework in which to explore these differences, we draw on Foucault’s concept of power/knowledge, which proposes a hierarchy between those who produce knowledge and those who disseminate or consume it. According to this scheme, the second- and third-wave LTAs are categorized as knowledge producers, while the first- and fourth-wave LTAs are categorized as disseminators of knowledge promoted by the state or marketed by commercial interests. We conclude by considering the implications of these LTA roles for teacher autonomy and professionalization.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Knowledge disseminators.
Từ khóa tự do Knowledge producers.
Từ khóa tự do Language teacher associations.
Từ khóa tự do Japan.
Tác giả(bs) CN Miyahara, Masuko.
Nguồn trích ELT journal.- 2016, Vol. 70, No. 2.
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Language teacher associations in Japan: knowledge producers and/or knowledge disseminators / |c Alison Stewart and Masuko Miyahara.
260[ ] |c 2016.
300[ ] |a p. 137-149.
362[0 ] |a Vol. 70, No. 2 (Apr. 2016)
490[ ] |a Oxford University Press.
520[ ] |a To investigate the role of language teacher associations (LTAs) vis-à-vis their members, the case of Japan is notable for the apparent disparateness among the more than 50 associations that have formed over the past 90 years. An historical overview reveals that LTAs in Japan have emerged in four distinct waves, and a survey of representative associations from each of these waves clarifies some current differences between the groups. As a theoretical framework in which to explore these differences, we draw on Foucault’s concept of power/knowledge, which proposes a hierarchy between those who produce knowledge and those who disseminate or consume it. According to this scheme, the second- and third-wave LTAs are categorized as knowledge producers, while the first- and fourth-wave LTAs are categorized as disseminators of knowledge promoted by the state or marketed by commercial interests. We conclude by considering the implications of these LTA roles for teacher autonomy and professionalization.
650[1 7] |a Ngôn ngữ |x Giảng dạy |x Tiếng Anh |2 TVĐHHN
653[0 ] |a Knowledge disseminators.
653[0 ] |a Knowledge producers.
653[0 ] |a Language teacher associations.
653[0 ] |a Japan.
700[1 ] |a Miyahara, Masuko.
773[ ] |t ELT journal. |g 2016, Vol. 70, No. 2.
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