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Please use this identifier to cite or link to this item: http://hdl.handle.net/10445/7689

Title: Racialized Dimensions of Desirable English Language Teachers in Japan
Authors: Rivers, Damian
Ross, Andrew
Abstract: English language education within the context of Japan is firmly underpinned by sociocultural constructions and discourses of racial difference and racial hierarchies. This presentation qualitatively and quantitatively uncovers how Japanese English language students appraise foreigner ‘native-speaker’ English teachers at the intersection of race and native-speakerhood. Students across a number of classes were presented with six picture / profile cards detailing certain attributes of teachers working at various Japanese universities. Using certain experimental manipulations, students were directed to look at the profile cards and carefully read the profile information presented for each teacher before deciding whether or not they would like the teacher on the card to be their English teacher. Three of the picture / profile cards showed male teachers and three showed female teachers. The six cards also illustrated three different races (black, Asian, white). Although race did not explicitly dominate student appraisals of the English language teachers to a significant degree, race did have a more implicit influence upon student appraisal patterns in relation to the sociocultural construction of Japanese racial hierarchies. That is, the white English language teachers were consistently appraised in a more favourable manner, using specific descriptors, than the other race English language teachers.
Research Achievement Classification: 国際会議/International Conference
Type: Conference Paper
Peer Review: あり/yes
Solo/Joint Author(s): 共著/joint
Date: 4-Dec-2012
Appears in Collections:Damian Rivers

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