By Phiona Stanley
Tens of hundreds of thousands of Western 'teachers', lots of whom wouldn't be thought of academics somewhere else, are hired to coach English in private and non-private schooling in China. Little has formerly been identified, other than anecdotally, approximately their studies, in regards to the impression they've got on schooling within the context, or on students' perceptions of 'the West' that end result from this touch.
This booklet is an ethnographic research of Westerners' lived studies educating English in Shanghai, China. it really is in response to 3 years of groundbreaking learn into the pre-service education, lecture room practices, own identities and reasons, and native socially developed roles of a gaggle of 'backpacker teachers' from the united kingdom, the us and Canada. it's a research that is going past the study room, addressing broader questions on 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
Unfortunately, it appears that Chinese students may nevertheless judge Western teachers as ineffective. M. Li (1999), Cortazzi and Jin (1999), and Zhao and Grimshaw (2004) all deal with Chinese students’ views of Western teachers and are in broad agreement. M. Li (1999: 1) writes: Chinese students view the teaching styles of expatriate teachers as conducive to creating an authentic learning atmosphere and providing a rare opportunity 38 English teaching in China for interactions with native speakers.
The motivations of ‘seeing the world’ and ‘saving the world’ are similar in that they take as their basic premise the assumption of the right, for Westerners, to spend extended periods of time in developing countries for their own reasons, whether framing this as enjoying themselves on holiday or as philanthropically ‘helping’. The same basic premise underlies those ‘hiding from the world’ or ‘becoming worldly’. There are some people for whom teaching English in China, with its low qualification expectations and relatively lucrative rewards, presents opportunities English teaching in China 29 unavailable at home.
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.
A Critical Ethnography of 'Westerners' Teaching English in China: Shanghaied in Shanghai by Phiona Stanley