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IMG/N02600 19 .Pdf?Openelement) CEDAW Made Many Recommendations to the Japanese Government (See Durham E-Theses Managing the evaluation of dierence in foreign language education: A complex Case study in a tertiary level context in Japan Houghton, Stephanie Ann How to cite: Houghton, Stephanie Ann (2007) Managing the evaluation of dierence in foreign language education: A complex Case study in a tertiary level context in Japan, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/2441/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Managing the Evaluation of Difference in Foreign Language Education: A Complex Case Study in a Tertiary Level Context in Japan (4 volumes) The copyright of this thesis rests with the author or the university to which it was submitted. No quotation from it, or information derived from it may be published without the prior written consent of the author or university, and Volume 3 any information derived from it should be acknowledged. Thesis submitted by Stephanie Ann Houghton to Durham University, U.K. for the degree of Doctor of Philosophy Year of Submission: 2007 1 5 MAY 2008 459 Table of Contents VOLUME 1 ............................................................................................................................................... 11 1. PROLOGUE ......................................................................................................................................... II 1.1 INTRODUCTION ................................................................................................................................. II 1.2 RESEARCH QUESTION ORIGIN ............................................................ ···················· ·························· II 1.3 THESIS OVERVIEW ........................................................................................................................... 16 2. CONTEXTUAL BACKGROUND ..................................................................................................... 19 2.1 INTRODUCTION ................................................................................................................................. 19 2.2 CONTEXT AND ROLE ........................................................................................................................ 19 2.3 MY PARTICULAR TEACHING CONTEXT AND ROLES ......................................................................... 21 2.4 BROADER CONTEXT INSIDE AND OUTSIDE THE UNIVERSITY ............................................................ 24 2.5 SUMMARY ........................................................................................................................................ 27 3. LITERATURE ANALYSIS ................................................................................................................ 28 3.1 INTRODUCTION ................................................................................................................................. 28 3.2 INFORMATION PROCESSING .............................................................................................................. 31 3. 2.1 Information .............................................................................................................................. 31 3.2.2 Language ................................................................................................................................. 33 3.2.3 Information Processing ........................................................................................................... 36 3.2.4 Discrepancy ............................................................................................................................. 39 3.2.5 The Self.................................................................................................................................... 40 3.2.6 Summary .................................................................................................................................. 46 3.2. 7 Learning Objectives ................................................................................................................. 48 3.3 SOCIALISATION ................................................................................................................................ 50 3.3.1 Cognitive Development ............................................................................................................ 51 3.3.2 Moral Development ................................................................................................................. 53 3.3.3 Universality ............................................................................................................................. 54 3.3.4 Neo-Kohlberg Approach to Moral Development ..................................................................... 55 3.3.5 Summary .................................................................................................................................. 57 3.3.6 Learning Objectives ................................................................................................................. 58 3.4 ETHNOCENTRISM .............................................................................................................................. 58 3.4.1 Bennett's Developmental Model of Intercultural Sensitivity ................................................... 59 3.4.2 Ethnocentrism .......................................................................................................................... 59 3.4.3 Stereotypes ............................................................................................................................... 64 3.4.4 Social Identity Theory .............................................................................................................. 66 3.4.5 Prejudice .................................................................................................................................. 67 3.4.6 Summary .................................................................................................................................. 68 3.4. 7 Learning Objectives ................................................................................................................. 69 3.5 ETHNORELATIVISM ........................................................................................................................... 70 3.5.1 Ethnorelativism ........................................................................................................................ 70 3.5.2 Empathy ................................................................................................................................... 77 3.5.3 Meta-Cognitive Awareness and Control .................................................................................. 79 3.5.4 Critical Thinking ...................................................................................................................... 83 3.5.5 Democratic Citizenship ........................................................................................................... 89 3.5.6 Summary ................................................................................................................................ 101 3.5. 7 Learning Objectives ............................................................................................................... 104 3.6 SUMMARY ...................................................................................................................................... 105 4. RESEARCH METHODS .................................................................................................................. 108 460 4.1 INTRODUCTION ............................................................................................................................... 108 4.2 0PERATIONALISATION OF RESEARCH QUESTIONS .......................................................................... 108 4. 2. I Utility, Replicability and Genera/isability ............................................................................. I 08 4.2.2 Construct Validity .................................................................................................................. II I 4.3 REASONS FOR CHOOSING ACTION RESEARCH ................................................................................ 116 4.3. I Natural Fit ............................................................................................................................. I I6 4.3.2 Transformation ofKnowledge: Action and Reflection. .......................................................... I I9 4.3.3 The Mutual Transformation ofTheory and Practice ............................................................. I20 4.3.4 Action Research as Critical Praxis ........................................................................................ 12 I 4.4 REASONS FOR
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