A Cross-Cultural Study on Student Engagement and Resistance to Critical Literacy in a TESOL MA Classroom
DOI : 10.21049/ccs.2014.36..175
Publisher : Center for Cross Culture Studies
Research Area : Literature
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This paper reports on a qualitative examining the cross-cultural reasons for studentengagement and resistance to critical literacy in a three week summer TESOLMA course that was part of a Korean/American university faculty exchange program. Of particular interest was the unique diversity of the class which consisted of13 subjects from 9 different nations. Using student and instructor reflective journals,field notes on classroom observations, and the course terminal paper on student’sphilosophies of education as research corpora, results of the study revealed thatstudents resisted instruction in critical literacy for ideological and epistemologicalreasons. Nonetheless, the data also showed that while all students resisted sometheories in critical literacy, all students nonetheless engaged the course contentin meaningful ways.
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