White Western male teachers constructing academic identities in Japanese higher education
- Publication Type:
- Journal Article
- Citation:
- Gender and Education, 2014, 26 (7), pp. 776 - 793
- Issue Date:
- 2014-01-01
Closed Access
| Filename | Description | Size | |||
|---|---|---|---|---|---|
| APPLEBY 2014 Accepted manuscript Gender & Education.docx | Accepted Manuscript Version | 201.04 kB |
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
© 2014, Taylor & Francis. In research on gender and teaching in higher education, the experiences of male teachers as men, and of whiteness in a non-majority-white context have received little attention. As one step towards addressing this gap in the literature, this paper analyses interview accounts of white Western men working as English language teachers in Japanese higher education. The paper demonstrates, first, ways in which disembodied academic identities are constructed by erasing the men's racialised gender and sexuality. Second, it shows how favourable images of white Western male teachers are produced through a series of negative contrasts based on gender and race. Third, it suggests that men's homosocial networks may serve to facilitate male predominance in the Japanese university system. The analysis contributes to current understandings about the construction of white Western masculinities in academic institutions, in international education, and in English language teaching as a globalised industry.
Please use this identifier to cite or link to this item: