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This book analyses how children from transnational
Japanese-Singaporean families are educated. The author demonstrates
that the negotiated educational pathways of these children have
significant bearing on the ways in which individual identities of
mixedness may be constructed or contested - where notions of
mixedness are necessarily recognised for their inherent fluidity,
contextuality and contingency. This interdisciplinary book will be
of interest to students and scholars across the fields of
education, neoliberalism, globalization, multiculturalism, mobility
and cross-border migration.
This book is about education, ideology, power and identity
investment and concerns an influential East Asian expatriate
community. Specifically, it seeks to understand particular ways in
which the Japanese white-collar elite live as a closed and
self-referentially defined in-group, despite the manifestly
multicultural ethos of their Singaporean domicile. The study
attends to issues regarding schooling, unity, diversity and
community based on grounded anthropological observations. Specific
observations centre around the particularities of Japanese
nation-state schooling practices set in cosmopolitan Singapore, a
contrastingly non-Japanese setting. The insights therein are made
possible by way of seeing education as an ideological domain and
powerful discursive platform. Using this framework, cultural and
identity-related practices are viewed dynamically and appreciated
for their fluidic reflection of identity praxes. Readers will gain
fresh insights into the role of education and ideology in
reproducing asymmetry and the value of sociohistorical analyses in
surfacing hidden power relations. Researchers, educators and
decision makers will appreciate the transparency of grounded
ethnographic observation yielding insights into practices which
imbricate inclusion-exclusion and privilege-marginalization debates
within a neoliberal hegemony. Students of the social politics of
education and the cultural politics of language, ideology and
identity will find the book a provocative read.
This book is about education, ideology, power and identity
investment and concerns an influential East Asian expatriate
community. Specifically, it seeks to understand particular ways in
which the Japanese white-collar elite live as a closed and
self-referentially defined in-group, despite the manifestly
multicultural ethos of their Singaporean domicile. The study
attends to issues regarding schooling, unity, diversity and
community based on grounded anthropological observations. Specific
observations centre around the particularities of Japanese
nation-state schooling practices set in cosmopolitan Singapore, a
contrastingly non-Japanese setting. The insights therein are made
possible by way of seeing education as an ideological domain and
powerful discursive platform. Using this framework, cultural and
identity-related practices are viewed dynamically and appreciated
for their fluidic reflection of identity praxes. Readers will gain
fresh insights into the role of education and ideology in
reproducing asymmetry and the value of sociohistorical analyses in
surfacing hidden power relations. Researchers, educators and
decision makers will appreciate the transparency of grounded
ethnographic observation yielding insights into practices which
imbricate inclusion-exclusion and privilege-marginalization debates
within a neoliberal hegemony. Students of the social politics of
education and the cultural politics of language, ideology and
identity will find the book a provocative read.
This book explores critical pedagogy and issues relating to
entrepreneurialism, commodification, and marketization in
education, and their deleterious effects on student agency and
subjectivity. The central theme of the book is a cross-border
critical ethnographic study of the shadow education practices of an
overseas Japanese business community in Singapore which d ra w s
attention to the elaborate extent to which families are engaged in
shadow or cram tutoring practices as part of their children's
education, supported by the strong presence of overseas branches of
well-established corporate tutoring businesses headquartered in
Japan. The author ultimately critiques a banking approach to
education, particularly in terms of its oppressive and dehumanizing
outcomes, sustained by the inner workings of neoliberal forces and
mercantilist ideologies.
This book is about the challenges that come with initiatives to
develop a more humanized, intersectional and negotiable landscape
for English Language Teaching (ELT). It sets out to problematize
ingrown and ingrained practices in English teaching, weaving
together obscured practices, undisclosed agendas and ideologically
motivated (inter)actions to expose the unspoken agendas at work.
Drawing on his own experience of being part of an English as a
Lingua Franca (ELF) programme at an urban Japanese university, the
author presents a case for rethinking language education in Japan.
This book will be of interest to applied linguists, language
teachers and teacher trainers, cultural anthropologists, and anyone
interested in the cultural politics of education, especially
language education.
This book sets out to uncover and discuss the curricular,
pedagogical as well as cultural-political issues relating to
ideological contradictions inherent in the adoption of English as
medium of instruction in Japanese education. Situating the Japanese
adoption of EMI in contradicting discourses of outward
globalization and inward Japaneseness, the book critiques the
current trend, in which EMI merely serves as an ornamental and
promotional function rather than a robust educational intervention.
This book sets out to uncover and discuss the curricular,
pedagogical as well as cultural-political issues relating to
ideological contradictions inherent in the adoption of English as
medium of instruction in Japanese education. Situating the Japanese
adoption of EMI in contradicting discourses of outward
globalization and inward Japaneseness, the book critiques the
current trend, in which EMI merely serves as an ornamental and
promotional function rather than a robust educational intervention.
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