Student-Centered, "Embodied Inter-Referencing" as Antiracist and Anticolonial Pedagogy

Autor/in	Yoshimizu, Ayaka
Titel	Student-Centered, "Embodied Inter-Referencing" as Antiracist and Anticolonial Pedagogy
Quelle	In: Asia Pacific Education Review, 24 (2023) 2, S.227-237 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoshimizu, Ayaka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-022-09811-3
Schlagwörter	Foreign Countries; Literature; Gender Issues; Sexuality; Racism; COVID-19; Asians; Asian Culture; Student Experience; Interaction; Peer Relationship; Decolonization; College Students; Consciousness Raising; Student Centered Learning; Canada; Japan + Suchen Sie Ihr Suchwort? Ausland; Literatur; Geschlechterfrage; Sexualität; Rassismus; Asian; Asiat; Asiatin; Asiaten; Asiate; Studienerfahrung; Interaktion; Peer-Beziehungen; Dekolonisation; Entkolonialisierung; Collegestudent; Bewusstseinsbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kanada
Abstract	This article reflects on an experimental pedagogical approach I developed in a Japanese literature course that examines sex, gender, and sexuality in response to institutional and epistemic racism that exist in university in Canada and in the specific context of the COVID-19 pandemic when the number of anti-Asian hate crimes rose at an enormous rate in the city where my university is situated. Building on the intellectual movements of "Asia as method" and "diaspora as method" my project attempts to move beyond the convention of studying Asian culture by referencing western theory, knowledge, and experience. More specifically, I developed an assignment called Peer-Engaged Embodied Reflection Journal where students discuss what they learned from Japanese literature by referencing their own, local experiences and engage in peer interactions in small groups. In this article, I discuss the effectiveness of my pedagogical approach based on the classroom study conducted in the fall of 2020 and the spring of 2021, semi-structured interviews with teaching assistants (TAs), and my own teaching experience. Based on my qualitative analysis of student engagement with the assignment as well as TAs' and my grading experiences, I conclude that centering student experience and peer engagement produces meaningful sites for decolonial and antiracist pedagogy while teaching Japanese modern literature in a Canadian institutional context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01