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This book addresses the shape of English studies beyond the
'center' by analyzing how the discipline has developed, and by
considering how lessons from this analysis relate to the discipline
as a whole. The book aims to open a cross-disciplinary conversation
about the nature of the English major in both non-Anglophone and
Anglophone countries by addressing the tensions between language
and literature pedagogy, the relevance of a focus on
hyper-canonical Anglophone literature in a world of global
Englishes, world literature, and multilingual students, and by
reflecting on the necessary contingency and cross-purposes of
blended literature and language classrooms. Many of the book's
points of discussion arise from the author's experience as an
English professor in Japan, where the particularities of English
language and literature pedagogy raise significant challenges to
Anglo-centric critical and pedagogical assumptions. English Studies
Beyond the 'Center': Teaching Literature and the Future of Global
English therefore argues that English literature must make a case
for itself by understanding its place in a newly configured
discipline. Issues discussed in the book include: English language
and literature pedagogy in Japan The modes through which EFL and
English literary studies converge and diverge Globalized English
beyond the Anglo-American perspective English classroom practices,
particularly in Japan
This book addresses the shape of English studies beyond the
'center' by analyzing how the discipline has developed, and by
considering how lessons from this analysis relate to the discipline
as a whole. The book aims to open a cross-disciplinary conversation
about the nature of the English major in both non-Anglophone and
Anglophone countries by addressing the tensions between language
and literature pedagogy, the relevance of a focus on
hyper-canonical Anglophone literature in a world of global
Englishes, world literature, and multilingual students, and by
reflecting on the necessary contingency and cross-purposes of
blended literature and language classrooms. Many of the book's
points of discussion arise from the author's experience as an
English professor in Japan, where the particularities of English
language and literature pedagogy raise significant challenges to
Anglo-centric critical and pedagogical assumptions. English Studies
Beyond the 'Center': Teaching Literature and the Future of Global
English therefore argues that English literature must make a case
for itself by understanding its place in a newly configured
discipline. Issues discussed in the book include: English language
and literature pedagogy in Japan The modes through which EFL and
English literary studies converge and diverge Globalized English
beyond the Anglo-American perspective English classroom practices,
particularly in Japan
Contesting the idea that the study of Anglophone literature and
literary studies is simply a foreign import in Asia, this
collection addresses the genealogies of textual critique and
institutionalized forms of teaching of English language and
literature in Asia through the 19th and 20th centuries, along with
an examination of how its present options and possible future
directions relate to these historical contexts. It argues that the
establishment of Anglophone literature in Asia did not simply
"happen": there were extra-literary and -academic forces at work,
inserting and domesticating in Asian universities both the English
language and Anglo-American literature, and their attendant
cultural and political values. Offering new perspectives for
ongoing conversations surrounding the globalization of Anglophone
literature in literary and cultural studies, the book also
considers the practicalities of teaching both the language and its
canon of classic texts, and that the historical formation and shape
of English studies in Asia offers lessons that relate not only to
the discipline but also may be applied to the humanities as a
whole.
Contesting the idea that the study of Anglophone literature and
literary studies is simply a foreign import in Asia, this
collection addresses the genealogies of textual critique and
institutionalized forms of teaching of English language and
literature in Asia through the 19th and 20th centuries, along with
an examination of how its present options and possible future
directions relate to these historical contexts. It argues that the
establishment of Anglophone literature in Asia did not simply
"happen": there were extra-literary and -academic forces at work,
inserting and domesticating in Asian universities both the English
language and Anglo-American literature, and their attendant
cultural and political values. Offering new perspectives for
ongoing conversations surrounding the globalization of Anglophone
literature in literary and cultural studies, the book also
considers the practicalities of teaching both the language and its
canon of classic texts, and that the historical formation and shape
of English studies in Asia offers lessons that relate not only to
the discipline but also may be applied to the humanities as a
whole.
The globalization of American style higher education is a field of
study that is undergoing a significant phase with the current
expansion of American branch campuses and curricula around the
world. This volume contributes to the scholarship on the project of
implementing and expanding U.S. influenced curricula in the Middle
East and Asia. Many of the branch campus projects are only a few
decades old making this a liminal moment in the translation and
development of higher education worldwide that needs to be
captured. What are the challenges, opportunities, and
considerations faculty encounter in classrooms in the Middle East,
Eastern Europe and Asia? How do faculty translate western higher
educational principles in new contexts? Projects like the
multiversity international branch campuses of Education City, in
Doha, Qatar, demonstrate the interest of foreign governments in
western education and training. Other collaborations, like the Yale
National University of Singapore College, demonstrate a
nationalistic approach, where the nation's premiere university
maintains as high a profile as the invited collaborator. Such a
wide range in mission and matriculation of students deserves
further study. We open the conversation about the complex teaching
and learning environment of American style education in a global
context. Contributions include case studies, pedagogical
interventions, and reflections. This volume features chapters by
faculty teaching at international branch campuses (IBCs) or
institutions using western curricula, such as the worldwide,
privatized American University system
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