Men and Masculinities in Global English Language Teaching PDF
Preview Men and Masculinities in Global English Language Teaching
Men and Masculinities in Global English Language Teaching Also by Roslyn Appleby ELT, GENDER AND INTERNATIONAL DEVELOPMENT Myths of Progress in a Neocolonial World Men and Masculinities in Global English Language Teaching Roslyn Appleby University of Technology Sydney, Australia © Roslyn Appleby 2014 Softcover reprint of the hardcover 1st edition 2014 978-1-137-33178-6 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6-10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author(s) has/have asserted his/her/their right(s) to be identified as the author(s) of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2014 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries ISBN 978-1-349-46146-2 ISBN 978-1-137-33180-9 (eBook) DOI 10.1057/9781137331809 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. Library of Congress Cataloging-in-Publication Data Appleby, Roslyn, author. Men and masculinities in global English language teaching / Roslyn Appleby, University of Technology Sydney, Australia. pages cm Includes bibliographical references. I SBN 978-1-349-46146-2 1. English language—Study and teaching—Foreign countries. 2. English language—Study and teaching—Foreign countries—Social aspects. 3. Sex differences in education. 4. Male teachers. 5. Education and globalization. I. Title. PE1128.A2A574 2014 428.0071—dc23 2014025130 A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress. To Tom, Nick and Lucy, and to the men who gave their time so graciously for this research. Contents List of Tables ix Acknowledgements xi Preface xiii 1 Masculinity and Heterosexuality in English Language Teaching 1 2 Key Concepts and Approaches in Studies of Masculinity 14 3 Masculine Histories 30 4 Fictional Masculinities 45 5 Introduction to Empirical Studies of Western Men in Japan 61 6 Embodied Masculinities 73 7 Married and Single Masculinities 95 8 Professional Masculinities 121 9 Conclusion 149 References 158 Index 171 List of Tables 1.1 Japanese Junior College Staff by Gender 7 1.2 Japanese University Staff by Gender 7 1.3 Membership of ELT Professional Organisations by Gender 8 1.4 International Marriages in Japan, 2012 9 1.5 International Marriages in Japan, 2012: Comparison by Country 9 5.1 Research Participants 64 Transcription Conventions ((laughs)) non-verbal communication and gestures text emphasis by speaker [ . . . ] some original text has been omitted [text] inserted by researcher to ensure clarity text – speaker’s false start or self-interruption ix Acknowledgements My thanks go to the many friends and colleagues who helped me in my quest to understand the place of men in English language teaching. Spe- cial thanks go to Ross Forman, Alastair Pennycook, Emi Otsuji, Sumin Zhao, Akiko Hiratsuka, Katherine Gordon and others in the Language Studies Academic Group. Thanks also to the audience members and cor- respondents, including Ryuko Kubota, Natalia Troitskya and Constance Ellwood, who offered insightful comments on my various conference presentations and articles. I am also grateful to the University of Tech- nology, Sydney, for a generous grant that funded much of the research undertaken for this book. Thanks go to Wiley & Sons for permission to use a revised version of Appleby, R. (2013) ‘Desire in translation: White masculinity and TESOL’, which was published in TESOL Quarterly, 47(1), pp. 122–147. This now forms the basis of Chapter 6. Thanks also go to UTSePress for permission to reprint material included in Appleby, R. (2013) ‘Singleness, Marriage, and the Construction of Heterosexual Masculinities: Australian Men Teaching English in Japan’, PORTAL Journal of Multidisciplinary Inter- national Studies 10(1) https://epress.lib.uts.edu.au/journals/index.php/ portal/article/view/2334. This now forms the basis of Chapter 7. And thanks to Taylor and Francis for permission to reuse parts of Appleby, R. (2014) ‘White Western Male Teachers Constructing Academic Identities Japanese Higher Education’, published in Gender and Education (doi. org/10.1080/09540253.2014.968530). This now appears in Chapter 8. As always, I am eternally grateful for the support and feedback given by Tom, Nick and Lucy, who do their best to keep me grounded in a world of contemporary culture. And finally, I am extremely grateful to the men and women who participated in this study: they are fine and generous people whose stories and experiences have contributed to the building of knowledge and understanding in our field. xi Preface A place called Manly In 1787, Captain Arthur Phillip of the Royal Navy left England with a fleet of 11 ships and a cargo of convicts on a mission to establish a British colony on the east coast of Australia. He was to be the colony’s first governor. In January 1788, the fleet arrived at its destination, Bot- any Bay, which was found to be unsuitable for settlement, and on 21 January, Phillip travelled north with a small crew to explore Port Jack- son, so named by Captain James Cook in 1770. They spent three days exploring Port Jackson, and Phillip, impressed by the ‘confidence and manly behaviour’ of a group of Aborigines in the northern reaches of the harbour, named the place ‘Manly Cove’. On the following day, Phil- lip explored the main southern arm of the harbour and found a suitable site for the new colony, in a sheltered cove with a safe anchorage and a spring of fresh water. He named the place Sydney Cove, after his English patron, Lord Sydney. Phillip had been instructed to establish communication with the native inhabitants by learning their language and teaching them Eng- lish. Frustrated by his failure to engage the natives in this endeavour, he gave orders for one or two Aborigines to be captured and brought to Sydney Cove. On 31 December 1788, an Aboriginal man was kid- napped at Manly Cove and brought to the white settlement where he was shackled, handcuffed, and held captive. He was fed, bathed, and clothed, but refused to give his name: so he, too, was called Manly. Over time, Manly became resigned to his fate, and some progress was made with communication. He told his captors his name was Arabanoo. Cap- tain Watkin Tench (2006 [1788]), in his account of these events, wrote that Arabanoo ‘did not want docility; but either from the difficulty of acquiring our language, from the unskillfulness of his teachers, or from some natural defect, his progress in learning it was not equal to what we had expected’. In the early months of 1789, smallpox broke out and decimated the Aboriginal population around the colony. Arabanoo died of smallpox in May 1789. He had lived for less than six months with his white captors. xiii
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