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Cultural models of self and culturally embedded teaching practices in Japan and the United States

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Abstract:

In my presentation, I will discuss ways in which cultural models of self in Japan and the Unites States overlap with the taken-for-granted models of teaching and learning in the two countries. Following the multi-vocal visual ethnography method of Tobin and his colleagues, a brief documentary of adolescents’ lives in a Japanese and American high schools was produced, containing videotaped clips of: answers adolescents gave to questions about their senses of self, morality and desirable (“happy”) life; pictures they took to illustrate their daily lives; likes and dislikes and possible future lives; special school events; and a day in the life of a student. Both cultural insiders and outsiders watched and commented about the videos. Comparative analysis of the themes salient to each culture revealed core cultural models of self regarding two ontological modes of relating to oneself and others: interactional relativism in Japan and interactional unilateralism in the Unites States. I will explore ways in which these core cultural models of self provide a bedrock assumption upon which some taken-for-granted educational practices in the two cultures are based.
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Association:
Name: 53rd Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p302863_index.html
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MLA Citation:

Shimizu, Hidetada. "Cultural models of self and culturally embedded teaching practices in Japan and the United States" Paper presented at the annual meeting of the 53rd Annual Conference of the Comparative and International Education Society, Francis Marion Hotel, Charleston, South Carolina, <Not Available>. 2014-11-29 <http://citation.allacademic.com/meta/p302863_index.html>

APA Citation:

Shimizu, H. "Cultural models of self and culturally embedded teaching practices in Japan and the United States" Paper presented at the annual meeting of the 53rd Annual Conference of the Comparative and International Education Society, Francis Marion Hotel, Charleston, South Carolina <Not Available>. 2014-11-29 from http://citation.allacademic.com/meta/p302863_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In my presentation, I will discuss ways in which cultural models of self in Japan and the Unites States overlap with the taken-for-granted models of teaching and learning in the two countries. Following the multi-vocal visual ethnography method of Tobin and his colleagues, a brief documentary of adolescents’ lives in a Japanese and American high schools was produced, containing videotaped clips of: answers adolescents gave to questions about their senses of self, morality and desirable (“happy”) life; pictures they took to illustrate their daily lives; likes and dislikes and possible future lives; special school events; and a day in the life of a student. Both cultural insiders and outsiders watched and commented about the videos. Comparative analysis of the themes salient to each culture revealed core cultural models of self regarding two ontological modes of relating to oneself and others: interactional relativism in Japan and interactional unilateralism in the Unites States. I will explore ways in which these core cultural models of self provide a bedrock assumption upon which some taken-for-granted educational practices in the two cultures are based.


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For those who dare teach: Culturally responsive pedagogy in the United States and South Africa


 
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