By Phiona Stanley
Tens of hundreds of thousands of Western 'teachers', lots of whom wouldn't be thought of lecturers in different places, are hired to educate English in private and non-private schooling in China. Little has formerly been recognized, other than anecdotally, approximately their stories, concerning the impact they've got on schooling within the context, or on students' perceptions of 'the West' that consequence from this touch.
This publication is an ethnographic examine of Westerners' lived reports educating English in Shanghai, China. it really is in response to 3 years of groundbreaking examine into the pre-service education, school room practices, own identities and factors, and native socially built roles of a bunch of 'backpacker teachers' from the united kingdom, the us and Canada. it's a research that is going past the school room, addressing broader questions about the sociology, and politics, of transnational schooling and China's evolving courting with the surface global.
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Additional info for A Critical Ethnography of 'Westerners' Teaching English in China: Shanghaied in Shanghai
Some research has been undertaken into the motivations of various types of Western temporary migrant workers and long-term, long-haul travellers in developing countries, including English teachers. These motivations can be categorized as: ‘seeing the world’, ‘saving the world’, ‘hiding from the world’, and ‘becoming worldly’ (Hannam and Ateljevic 2008; Inkson and Myers 2003; Maoz 2007; Obenour 2004; G. Richards and Wilson 2004a, 2004b; Simpson 2004; Tams and Arthur 2007; Teo and Leong 2006; Van t’ Kloosteret al.
30 English teaching in China There is little agreement in the literature as to the effects of overseas experience and the extent to which it confers anticipated ‘higher order skills’ and concomitant ‘worldliness’. It may be that participants’ own motivations and their willingness to question what they already ‘know’ determine the extent to which they either challenge received ideas or instead head home after their transnational sojourn with pre-existing notions reinforced and supported by the dubious ‘authority’ of experience.
While Roberts (2004: 29) critiques the use of developing countries as a training ground for young Western skill-seekers and thrill-seekers, he writes: In the contemporary Western employment market, higher order skills such as intercultural communication, leadership, team working, intuition, innovation, creativity, problem solving, self-assurance and adaptability are becoming just as important as academic qualifications. It is clear that overseas volunteer work is an excellent way for people at the beginning of their careers and seeking promotion to develop higher order skills.
A Critical Ethnography of 'Westerners' Teaching English in China: Shanghaied in Shanghai by Phiona Stanley