Men and Masculinities in Global English Language Teaching

Transcription

1 Men and Masculinities in Global English Language Teaching

2 Also by Roslyn Appleby ELT, GENDER AND INTERNATIONAL DEVELOPMENT Myths of Progress in a Neocolonial World

3 Men and Masculinities in Global English Language Teaching Roslyn Appleby University of Technology Sydney, Australia

4 Roslyn Appleby 2014 Softcover reprint of the hardcover 1st edition 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 First published 2014 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number , 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 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 ISBN (ebook) DOI / 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. ISBN 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.A2A dc 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.

5 To Tom, Nick and Lucy, and to the men who gave their time so graciously for this research.

6 Contents List of Tables Acknowledgements Preface ix xi 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 Conclusion 149 References 158 Index 171

7 List of Tables 1.1 Japanese Junior College Staff by Gender Japanese University Staff by Gender Membership of ELT Professional Organisations by Gender International Marriages in Japan, International Marriages in Japan, 2012: Comparison by Country 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

8 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. Special 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 correspondents, 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 Technology, 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 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 International Studies 10(1) 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/ / ). 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

9 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, Botany Bay, which was found to be unsuitable for settlement, and on 21 January, Phillip travelled north with a small crew to explore Port Jackson, so named by Captain James Cook in 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, Phillip 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 English. 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 kidnapped 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. Captain 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 He had lived for less than six months with his white captors. xiii

10 xiv Preface Intent on the pursuit of further language exchange, Phillip gave orders for the capture of two more Aborigines at Manly Cove. Bennelong and Colbey were the next two victims of Phillip s language policy. Although Colbey managed to escape within weeks of capture, with a shackle still riveted to his leg, Bennelong stayed long enough in the colony to provide significant insights into Aboriginal society. Tench records that Bennelong acquired knowledge, both of our manners and language, faster than his predecessor had done. He willingly communicated information; sang, danced, and capered, told us all the customs of his country, and all the details of his family economy. Yet Bennelong also escaped some months later and returned to his own people. Bennelong was not seen again until September 1790, when Phillip went again to Manly Cove with offerings of wine, food, and clothes. On this occasion, Phillip was speared by a companion of Bennelong who, according to observers, understandably feared that he, too, would be seized by the governor and carried off. Showing concern for the governor, Bennelong and members of his family returned to visit Phillip at the settlement in Sydney Cove, and Bennelong eventually became an intermediary between the colonisers and the Aboriginal people. Phillip had a hut built for Bennelong on a site that is now named Bennelong Point. It is on this site that the Sydney Opera House now stands. In December 1792, Bennelong sailed with Phillip to England where he was dressed in English finery and presented to King George III. In 1795, he returned to the colony with Governor John Hunter, in poor health and broken in spirit. Unable to find full acceptance either among his own people or the white community, he succumbed to alcohol intoxication and died two years later. As the colony grew, the Aboriginal population at Manly was displaced as parcels of land were granted to free settlers, and English displaced Aboriginal languages in these places. By the end of the 1800s, Manly had become a popular seaside holiday resort, famous for its ocean and harbour beaches. The primary means of access was by ferry across the harbour, and it was the ferry company that coined the phrase: Seven miles from Sydney, and a thousand miles from care. One form of manliness delivered by colonial and then corporate interests had, by now, almost completely replaced another. Few traces remain of that earlier manliness: the odd place name, here and there a midden or rock carving, and rumours of skeletal remains. As Tosh reminds us, manliness belongs to another era, and now it is the notion of masculinities that has come to the fore, with its post-modernist vision of the world, with its proliferation of identities and its contradictory discourses (2005: 15).

11 Preface xv Over two hundred years later, I now live in this place called Manly, a name that bears the history of men and Empire, of diaspora and desire, of language, connection, and the contact between cultures. Manly seems an apt place, then, to write this book about men, masculinities, and English as a global language.