Skip to main content
SpringerLink
Log in
Book cover

Multilingual Education Yearbook 2019 pp 63–80Cite as

Educational Globalization and the Creation of Split Identities

  • Chapter
  • First Online:

Part of the book series: Multilingual Education Yearbook ((MEYB))

Abstract

Media of instruction may value the other culture to the detriment of the local culture and develop identification processes that have consequences on various stakeholders in terms of cultural and identity capital. This comparative and international Education study focuses on three cases that illustrate how multilingual settings impacted the sense of identity of language teachers in Asian contexts. It also explores how phenomena such as cultural inclusion, immersion, and the transcultural are enmeshed in the creation of global identities. They may create a split between the first language and culture and global culture. Internationalization has a deep effect on people of the upper middle class who tend to situate their sense of belonging in an imaginary that projects their future outside their country. The emphasis on English as the world dominant language tends even to modify local identities and places the source of economic attraction, pride and the sense of worth outside the Nation-State. The exception may be in bilingual settings where both linguacultures are welcome and respected, taught, and integrated.

What happens when, by virtue of being newly immersed in another culture and another language, we realize that we are being viewed in light of a set of presuppositions that make different beings of us? (Tochon, The Foreign Self)

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Beynon, J., & Dossa, P. (2003). Mapping inclusive and equitable pedagogy: Narratives of university educators. Teaching Education, 14(3), 249–264.

    Article  Google Scholar 

  • Blyth, C. S. (2015). Exploring the complex nature of language and culture through intercultural dialogue. Dialogue in Multilingual and Multimodal Communities, 10, 139–165.

    Article  Google Scholar 

  • Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Bourdieu, P. (2008). Sketch for a self-analysis (R. Nice, Trans.). Chicago: University of Chicago Press.

    Google Scholar 

  • Chuang, Y.-J. (2017, April). Can’t You be more like them? Imbalanced cultural representations of learners’ experiences and identities in locally-grown english textbooks. Unpublished doctoral dissertation, Second Language Acquisition Program, University of Wisconsin-Madison.

    Google Scholar 

  • Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of education practice. London, ON: Althouse.

    Google Scholar 

  • De Costa, P. (2018). A better way forward for transnational higher education. University World News, 512, July. Retrieved from http://www.universityworldnews.com/article.php?story=20180626103409378.

  • Feldman, A. (1999). Conversation as methodology in collaborative action research. Amherst, MA: School of Education, University of Massachusetts. http://people.umass.edu/~afeldman/ActionResearchPapers/Feldman1999.PDF.

  • Freud, S. (2010). The Ego and the ID. New York: CreateSpace.

    Google Scholar 

  • Gay, G. (2003). Deracialization in social studies teacher education textbooks. In G. Ladson-Billings (Ed.), Critical race theory perspectives on social studies: The profession, policies, and curriculum (pp. 123–147). Greenwich, CT: Information Age.

    Google Scholar 

  • Gerbner, G., & Gross, L. (1976). Living with television: The violence profile. Journal of Communication, 26(2), 172–199.

    Google Scholar 

  • Gumperz, J. J. (1982). Language and social identity. Cambridge: Cambridge University Press.

    Google Scholar 

  • Harrison, K. M. (2018). Plurilingual practices and storytelling pedagogy in schools of a thousand languages: Listening to displaced languages. In K. M. Harrison, M. Sadiku, & F. V. Tochon (Eds.), Displacement planet earth. Plurilingual language education policy for 21st century schools (pp. 293–311). Blue Mounds, WI: Deep Education Press.

    Google Scholar 

  • Holland, J. H., Holyoak, K. J., Nisbett, R. E., & Thagard, P. R. (1994). Induction—Processes of inference, learning, and discovery (2nd ed.). Cambridge, MA: MIT Press.

    Google Scholar 

  • Holland, D., Lachicotte, W. J., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Hong, M. (2018). A study of english curriculum policies in Universities of Zhejiang Province, China. In M. Djuraeva & F. V. Tochon (Eds.), Language policy or the politics of language: Re-imagining the role of language in a Neoliberal Society (pp. 155–170). Blue Mounds, WI: Deep University Press.

    Google Scholar 

  • Jahng, K. E. (2013, December). Troubling identities of Korean American children: Foucaultian genealogy of the construction of the childhood of Korean Americans in California and Hawaii. Unpublished dissertation. University of Wisconsin-Madison, School of Education, Department of Curriculum & Instruction.

    Google Scholar 

  • Jiménez Raya, M., Lamb, T., & Vieria, F. (2007). Pedagogy for autonomy in language education in Europe: A framework for learner and teacher development. Dublin: Authentik.

    Google Scholar 

  • Jiménez Raya, M., & Vieira, F. (2011). Understanding and exploring pedagogy for autonomy in language education—A case-based approach. Dublin: Authentik.

    Google Scholar 

  • Jung, C. G. (1960). The structure and dynamics of the psyche. Collected works. 8. Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Laing, R. D. (1960). The divided self. London: Tavistock.

    Google Scholar 

  • Laing, R. D. (1967). The politics of experience. NewYork: Pantheon.

    Google Scholar 

  • Le-Ha, P. (2017). Transnational education crossing ‘Asia’ and ‘the West.’ Adjusted desire, transformative mediocrity and neo-colonial disguise. London: Routledge.

    Google Scholar 

  • Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14–29.

    Article  Google Scholar 

  • Liyanage, I., Walker, T., & Weinmann, M. (2016). English as an additional language teachers, policy enactments and intercultural understanding. TESOL in Context, 25(2), 4–19.

    Google Scholar 

  • Mao, C. (2008). Fashioning curriculum reform as identity politics—Taiwan’s dilemma of curriculum reform in new millennium. International Journal of Educational Development, 28, 585–595.

    Article  Google Scholar 

  • Moje, E. B., & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quaterly, 44(4), 415–437.

    Article  Google Scholar 

  • Olson, E. T. (2010). Personal identity. In Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/archives/win2010/entries/identity-personal.

  • Popkewitz, T. A., Diaz, J., & Kirchgasler, C. (2017). A political sociology of educational knowledge: Studies of exclusions and difference. New York: Routledge.

    Book  Google Scholar 

  • Shohamy, E. (2006). Language tests. In E. Shohamy (Ed.), Language policy: Hidden agendas and new approaches (pp. 93–109). New York: Routledge.

    Chapter  Google Scholar 

  • Skutnabb-Kangas, T., Maffi, L., & and Harmon, D. (2003). Sharing a world of difference. The earth’s linguistic, cultural, and biological diversity. Paris, France: UNESCO Publishing. UNESCO, Terralingua, and World Wide Fund for Nature.

    Google Scholar 

  • Su, Y. C. (2006). Political ideology and Taiwanese school curricula. Asia Pacific Education Review, 7(1), 41–50.

    Article  Google Scholar 

  • Sung, P., & Yang, M. (2009). National identity and its relationship with teachers’ historical knowledge and pedagogy: The case of Taiwan. Asia Pacific Journal of Education, 29(2), 179–194.

    Article  Google Scholar 

  • Tochon, F. V. (2000). When authentic experiences are “Enminded” into disciplinary genres: Crossing biographic and situated knowledge. Learning and Instruction, 10, 331–359.

    Article  Google Scholar 

  • Tochon, F. V. (2003). The foreign self: Truth telling as education research. Madison, WI: Atwood.

    Google Scholar 

  • Tochon, F. V. (2014). Help them learn a language deeply—Francois Victor Tochon’s deep approach to world languages and cultures. Blue Mounds, WI: Deep University Press.

    Google Scholar 

  • Tochon, F. V. (2019). Decolonizing world language education: Toward multilingualism. In D. Macedo (Ed.), Decolonizing foreign language education: The misteaching of english and other colonial languages (pp. 360–372). London: Routledge.

    Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Walsh, D. J. (1997). Éducateurs et parents: un point de vue personnel (Educators and parents: Un personal viewpoint). In F. V. Tochon (Ed.), Éduquer avant l’école: l’intervention préscolaire en milieu défavorisés et pluriethniques (Educating before school: Preschool intervention in low-income and multiethnic settings) (pp. 151–166). Montreal, QC: University of Montreal Press.

    Google Scholar 

  • Wang, A., Liyanage, I., & Walker, T. (2019). Scrutinising critical thinking (CT) in Chinese higher education: Perceptions of Chinese academics. In I. Liyanage & T. Walker (Eds.), Multilingual education yearbook 2019: Media of instruction & multilingual settings (pp. 189–208). New York: Springer.

    Google Scholar 

  • Wenger, E. (2008). Identity in practice. In K. Hall, P. Murphy, & J. Soler (Eds.), Pedagogy and practice: Culture and identities (pp. 105–114). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Yen, Y. (2000). Identity issues in EFL and ESL textbooks: A sociocultural perspective. Unpublished doctoral dissertation. ProQuest Dissertations & Theses database, UMI #9971668.

    Google Scholar 

  • Yim, S. (2007). Globalization and language policy in South Korea. In A. B. M. Tsui & J. W. Tollefson (Eds.), Language policy, culture, and identity in Asian contexts (pp. 37–53). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Zhu, Y. (2015, August). Exploring an immigrant teacher’s practical knowledge and re-construction of identities—An autoethnography study. Master Thesis Graduate School of the University of Wisconsin-Madison, School of Education, Department of Curriculum & Instruction.

    Google Scholar 

Download references

Acknowledgements & Disclosure

This study was sponsored by the School of Education of the University of Wisconsin-Madison through a sabbatical study leave of absence. Professor Tochon is President of Deep University International, a Section 509(a)(2) Charity and Chairman of the Deep Institute, Wisconsin.

Author information

Authors and Affiliations

  1. University of Wisconsin-Madison, Madison, USA

    François Victor Tochon

Authors
  1. François Victor Tochon
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to François Victor Tochon .

Editor information

Editors and Affiliations

  1. School of Education, Deakin University, Burwood, VIC, Australia

    Indika Liyanage

  2. School of Education, Deakin University, Burwood, VIC, Australia

    Tony Walker

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Tochon, F.V. (2019). Educational Globalization and the Creation of Split Identities. In: Liyanage, I., Walker, T. (eds) Multilingual Education Yearbook 2019. Multilingual Education Yearbook. Springer, Cham. https://doi.org/10.1007/978-3-030-14386-2_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-14386-2_4

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-14385-5

  • Online ISBN: 978-3-030-14386-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation