Foreign Faculty Tokenism, English, and "Internationalization" in a Japanese University

Autor/in	Brown, Charles Allen
Titel	Foreign Faculty Tokenism, English, and "Internationalization" in a Japanese University
Quelle	In: Asia Pacific Journal of Education, 39 (2019) 3, S.404-416 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Charles Allen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1598850
Schlagwörter	College Faculty; Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Professional Autonomy; Social Status; Foreign Nationals; International Education; Educational Policy; Higher Education; Language of Instruction; Universities; Minority Group Teachers; Propaganda; Ethics; Ideology; Foreign Countries; Negative Attitudes; Japan + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Berufsfreiheit; Sozialer Status; Ausländer; Ausländerin; Internationale Erziehung; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; University; Universität; Ethik; Ideologie; Ausland; Negative Fixierung
Abstract	This project explores racial tokenism in the Japanese academy. It grows out of concerns regarding the low status of foreign university faculty in Japan along with a need to evaluate recent government initiatives aimed at fostering "internationalization" of Japanese higher education. In this three-year case study, I investigated the work conditions of faculty hired as full-time instructors for an English as Medium of Instruction (EMI) programme created as part of the internationalization initiatives at one Japanese university. Results indicate that the work of these faculty entailed strong elements of tokenism: all non-Asians, they were highly visible minorities; they lacked professional agency; and the institution sought and derived "propaganda" benefits from their visibility. In addition, these faculty themselves perceived the situation as unfair. Although frustrated, they had access to no institutional mechanisms to alter their status. Ideological underpinnings sustained this situation via a nexus of beliefs surrounding English studies, English native speakers, internationalization, and race. These findings illustrate how policy statements touting internationalization were depleted of transformative moment at the ground level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01