Craig Sower | Shujitsu University (original) (raw)

Papers by Craig Sower

TESOL Quarterly, 1999

s Ryuko Kubota raises questions surrounding the nature of Japanese culture and the discourse of t... more s Ryuko Kubota raises questions surrounding the nature of Japanese culture and the discourse of the Other in her recent TESOL Quarterly article (Vol. 33, No. 1, Spring 1999). She makes four main points: (a) that essentialized cultural labels found in the literature parallel the discourse of the Other in colonial discourse; (b) that nihonjinron (theories on the Japanese) represent an appropriation of the Other by itself in its struggle against Westernization, notably since the 1960s; (c) that new research refutes the stereotypes of Japanese culture and education found in the literature and in nihonjinron; and (d) that critical multiculturalism offers a better way of approaching cultural identity and "critical acquisition of the dominant language for social transformation" (p. 9). Her article contains two types of problems. One is errors of fact or interpretation. The more serious concerns the underlying contradictions of poststructuralism. In contrast to the arguments presented by Kubota, I maintain that Japanese culture is not constructed by discourse; rather it is a reality built by the history and behavior of the Japanese people. My critique traces the origins of nihonjinron to a millennium earlier than Kubota, casting the notions of Japanese uniqueness, the discourse of the Other, and Western influences in a different light. I also question the strength of Kubota's examples of "counterknowledge." Finally, I explore some of the crucial problems raised by critical multiculturalism.

Few groups in the history of education have been as influential as the American progressives, who... more Few groups in the history of education have been as influential as the American progressives, who were part of the broader wave of Progressivism that swept the developed world in the late-19th century. It is often seen as an American movement, but its roots lay in the Prussian welfare state. American intellectuals educated in Germany in the 1800s were inspired by the Prussian model of an efficiently organized society under the leadership of experts backed by the power of the state bureaucracy. They returned home imbued with ideas about a paternalistic state, and began to advocate similar changes in the US. Since Japan's yutori kyoiku (education free from pressure) owes more than a passing debt to Progressivism, Japanese teachers should familiarize themselves with the origins of this philosophy. To paraphrase Leon Trotsky, you may not be interested in Progressivism, but Progressivism is interested in you. This paper will introduce key elements of American progressive education and four men considered its early architects: Stanley Hall, John Dewey, Edward Thorndike, and David Snedden. Their work set the stage for the child-centered movement, educational psychology, and educational sociology. They ushered in "The Age of the Experts," the years just before and after World War I during which the movement's influence grew within academia and the teaching establishment. They used science to justify the differentiated curriculum, empower pedagogical experts, and redefine democracy. From 1910-1950, progressives oversaw a 60% reduction in academic content while "life-adjustment" courses rose tenfold. They de-emphasized reading, put pupils' self-esteem over learning facts or developing good habits, and established an ongoing hegemony over teacher education. Similarly, yutori kyoiku reforms reduced the school week from six days to five, and cut "the educational requirements by a third." In both the US and Japan, academic performance declined significantly.

The LANGUAGE TEACHER--JALT, 1998

The Language Teacher, No. 22 (1); January 1998

In 2013, according to National Public Radio, two-thirds of Americans had not heard of the Common ... more In 2013, according to National Public Radio, two-thirds of Americans had not heard of the Common Core State Standards Initiative (CCSSI). A year later, 80% knew about it, and 60% were opposed. The confluence between Big Business and Big Government support for CCSSI has fed growing opposition from parents and teachers across the political spectrum. While much debate concerns the standards’ contents, this paper focuses on the mendacity used to justify CCSSI and the cronies pushing it. Supporters claim CCSSI is state-led, internationally benchmarked, and based on the latest research, but it is not. In July 2009, $4.35 billion in federal funding was made available to recession-shocked states through the Race to the Top program. States had to adopt CCSSI and join one of two approved testing consortia to participate. Before standards had even been written, 46 states and Washington, D.C. agreed to join. As of May 2014, only 26 states and D.C. remained in the program. Advocates say CCSSI is...

American progressives have a long and checkered history of misusing science to justify seizing po... more American progressives have a long and checkered history of misusing science to justify seizing power over education and ultimately over the lives of people they disdain.

For those new to this series, Wrecking Ball Education (WBE) highlights people and/or ideas that h... more For those new to this series, Wrecking Ball Education (WBE) highlights people and/or ideas that have in some way either had a devastating effect on true education or, conversely, those that suggest pathways for knocking down false reforms and restoring opportunities to teach and learn substantively. At Resounding Books, we're not interested in playing it safe. We don't publish sanitized thoughts. You may not agree with us on everything you read on our blog...but we're pretty sure you'll at least find nuggets worthy of consideration...things you didn't know, interesting connections you hadn't previously recognized, or reasons to examine the alreadyfamiliar from a new angle.

Abstract In 2013, according to National Public Radio, two-thirds of Americans had not heard of th... more Abstract
In 2013, according to National Public Radio, two-thirds of Americans had not heard of the Common Core State Standards Initiative (CCSSI). A year later, 80% knew about it, and 60% were opposed. The confluence between Big Business and Big Government support for CCSSI has fed growing opposition from parents and teachers across the political spectrum. While much debate concerns the standards’ contents, this paper focuses on the mendacity used to justify CCSSI and the cronies pushing it.

Supporters claim CCSSI is state-led, internationally benchmarked, and based on the latest research, but it is not. In July 2009, $4.35 billion in federal funding was made available to recession-shocked states through the Race to the Top program. States had to adopt CCSSI and join one of two approved testing consortia to participate. Before standards had even been written, 46 states and Washington, D.C. agreed to join. As of May 2014, only 26 states and D.C. remained in the program. Advocates say CCSSI is state-led and voluntary; critics say federal funding is bribery and intimidation.

Additionally, opponents worry about centralization and the collection of real-time data on students and teachers. Mandatory curriculum, textbooks, lesson plans, and Core-aligned tests remove teachers from heretofore-key elements of education. To many, the use of cameras and biofeedback devices on students to obtain fine-grained data is Orwellian. Critics fear such monitoring of classrooms will transform education from an art into an exercise in industrial-style Taylorism. We can do better.

Shujitsu English Studies, No. 31; pp. 1-54; 2014

Intercultural English and Cultural Context Jan 30, 2014 Journal of Shujitsu English Studies, Sh... more Intercultural English and Cultural Context
Jan 30, 2014 Journal of Shujitsu English Studies, Shujitsu University, Okayama, Japan. Journal # 30, January 2014, p. 167-187.
In an article about various aspects of culture and language playwright Roger Pulvers wrote, “The Japanese are wont, for one thing, to abbreviate a response, to encapsulate a variety of nuances in a single word or phrase. The most revered type of individual in this society would have to be the person of few words… very few words.” Pulvers went on to say that in Japanese language and culture, one value is clearly important: “Don’t say in 50 words what you can say in one” (2000, p. 21). This paper will provide more information about restrained expression and then explain a practical activity that helps students and businesspeople understand one particular role that English plays in the world today. Using the context of personal experience in Japan, the paper will explore why students and businesspeople produce passive conversations, and will investigate the relationship this type of verbal discourse has to various cultural and linguistic values in both native and target languages.

Shujitsu English Studies, No. 29; pp. 131-213; 2012

Shujitsu English Studies, No. 28; pp. 9-24; 2011