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Article
Publication date: 5 September 2016

M. Obaidul Hamid and Shuqin Luo

While education policymakers in Asian polities find it difficult to resist the English language which has attained a new status in “late capitalism”, prevailing policy-level…

651

Abstract

Purpose

While education policymakers in Asian polities find it difficult to resist the English language which has attained a new status in “late capitalism”, prevailing policy-level perceptions also suggest that a ruthless adoption of English may undermine national languages, identities and cultures. Despite the heightened commercialisation of English as a global language this policy dilemma raises some critical questions. For example, how can individual entrepreneurs also acting as “language policy actors” effectively promote for-profit English teaching ventures without being accused of compromising national interests, identities and traditions? This article makes a modest attempt towards addressing these questions by conducting a critical analysis of Li Yang’s English teaching venture called “Crazy English” in China and its underlying discourses.

Design/methodology/approach

From a sample of English teaching resources available on its official website, this paper identifies and discusses four major discourses on the relationship between English and individual entrepreneurship in English on the one hand and Chinese and China’s national values and interests on the other.

Findings

This paper argues that collectively these discourses represent a model of “edu-business” in English language teaching that reconciles the dichotomies between nationalism and post-nationalism, individualism and collectivism and public and private interests in a neoliberal world.

Originality/value

With the onset of globalisation and its impact on all aspects of life including the economy, education and communication, there have been on-going debates on the emerging tensions between the nation-state and the forces of trans/post-nationalism, the latter being underpinned by neo-liberalism. These tensions have also been observed in the fields of English and English language education. While research has examined how macro-level policymakers respond to globalisation through their English language policies, there has been limited work on how individual language policy actors engaged in the commercialisation of English reconcile the apparently irreconcilable forces of nationalism and post-nationalism. The contribution of the present article lies in illustrating a case that seeks to reconcile these forces through discourses and discursive strategies.

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Publication date: 19 October 2020

Angus Hikairo Macfarlane, Fiona Duckworth and Sonja Macfarlane

This chapter describes the pivotal shift occurring in our national research psyche whereby Indigenous epistemology is increasingly recognised as both valid and enriching. Two key…

Abstract

This chapter describes the pivotal shift occurring in our national research psyche whereby Indigenous epistemology is increasingly recognised as both valid and enriching. Two key contentions emerge from a description and discussion of this shift. First, ethics review bodies must evolve to incorporate a wider knowledge framework, one which conscientiously locates Indigenous knowledge and which empowers researchers to appropriately traverse Aotearoa New Zealand’s cultural terrain. The second contention argues that there are ethical responsibilities to address inequities, based on our shared Treaty partnership, and that ethics review bodies should instantiate consideration of inequities within their oversight roles. This chapter sets the scene by describing the current shift away from Western homogeneity to cultural diversity in education, noting the formal higher learning undertaken by Māori prior to colonisation, alongside current Māori educational achievement and the goal of success as Māori. The emerging recognition of mātauranga Māori (Indigenous epistemology) is exemplified by Ngā Pae o te Māramatanga and Vision Mātauranga. However, this shift has not yet reached all parts of the New Zealand research community, and we argue particularly so for ethics review processes. Possible solutions are posed, and four cultural markers are offered as supporting foundations for professionals in the field as they traverse epistemological landscapes that are more attuned to Indigenous realities.

Details

Indigenous Research Ethics: Claiming Research Sovereignty Beyond Deficit and the Colonial Legacy
Type: Book
ISBN: 978-1-78769-390-6

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Article
Publication date: 5 May 2015

Nguyen Van Huy and M. Obaidul Hamid

This paper aims to shed light on the process of adopting and accommodating a global language education framework, namely the Common European Framework of Reference (CEFR) for…

1253

Abstract

Purpose

This paper aims to shed light on the process of adopting and accommodating a global language education framework, namely the Common European Framework of Reference (CEFR) for languages, in the context of Vietnam.

Design/methodology/approach

The data to develop the argument of the paper are obtained from a doctoral research project that aims to understand the reception, interpretations and responses of key stakeholders in the process of enacting the CEFR in a Vietnam public university. The study was designed as a qualitative case study with data being collected using policy document analysis, classroom observation and in-depth interviews with 21 purposively sampled participants, including school administrators, English language teachers and students over a period of six months.

Findings

The paper argues that the adoption of the CEFR, as it currently stands, can be seen at best as a “quick-fix” (Steiner-Khamsi, 2004, p. 58) solution to the complex and time-consuming problem of improving the quality of English language education in Vietnam, which fails to address some critical issues in the practice of teaching and learning the language in the country.

Originality/value

The study speaks to the body of literature on the CEFR as a contemporary global language policy borrowing phenomenon in developing countries. It contributes to a better understanding of how a global language policy is adopted and appropriated at the grass-root level.

Details

English Teaching: Practice & Critique, vol. 14 no. 1
Type: Research Article
ISSN: 1175-8708

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Book part
Publication date: 8 November 2024

Navid Sabet

This chapter reflects on a media studies project exploring Sylvia Plath poetry on Tumblr. The project ultimately resulted in excess digital data, with no conventional publications…

Abstract

This chapter reflects on a media studies project exploring Sylvia Plath poetry on Tumblr. The project ultimately resulted in excess digital data, with no conventional publications or research outputs. Now writing 10 years after data collection, I take a storying approach to explore the original research concerns and the research process, thereby locating a reconfigured ‘research event’ that draws together various biographical, social, political and historical factors. I reflect on my evolving understanding of ‘research’, discussing early teaching experiences and postgraduate pathways that partly structured a particular relationship to research. This serves to bridge a discussion about the challenges of the initial process over a decade ago, including the uncomfortable pairing of inexperience among aspiring researchers and institutional pressures to publish. I then discuss the theoretical perspectives that inspire and, in retrospect, offer clarity for the project, given the amount of time passed since data collection and the synergistic relationship between the storying approach, poststructuralist thought and story-focused methodologies. I argue that Tumblr provides unique opportunities for identity negotiation, aesthetic appreciation, data extraction and commodification, which highlights both the creative agency of digital aesthetic curation and self-work, as well as the importance of algorithmic transparency. I also contend that engaging with excess data led to methodologically and theoretically useful insights, challenging assumptions about the temporality of usable data and the ever-changing relationship between art, technology and freedom.

Details

Data Excess in Digital Media Research
Type: Book
ISBN: 978-1-80455-944-4

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