Table Of ContentMen and Masculinities in Global English
Language Teaching
Also by Roslyn Appleby
ELT, GENDER AND INTERNATIONAL DEVELOPMENT
Myths of Progress in a Neocolonial World
Men and Masculinities in
Global English Language
Teaching
Roslyn Appleby
University of Technology Sydney, Australia
© Roslyn Appleby 2014
Softcover reprint of the hardcover 1st edition 2014 978-1-137-33178-6
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First published 2014 by
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ISBN 978-1-349-46146-2 ISBN 978-1-137-33180-9 (eBook)
DOI 10.1057/9781137331809
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Library of Congress Cataloging-in-Publication Data
Appleby, Roslyn, author.
Men and masculinities in global English language teaching / Roslyn Appleby,
University of Technology Sydney, Australia.
pages cm
Includes bibliographical references.
I SBN 978-1-349-46146-2
1. English language—Study and teaching—Foreign countries. 2. English
language—Study and teaching—Foreign countries—Social aspects. 3. Sex
differences in education. 4. Male teachers. 5. Education and
globalization. I. Title.
PE1128.A2A574 2014
428.0071—dc23
2014025130
A catalogue record for this book is available from the British Library.
A catalog record for this book is available from the Library of Congress.
To Tom, Nick and Lucy, and to the men who gave
their time so graciously for this research.
Contents
List of Tables ix
Acknowledgements xi
Preface xiii
1 Masculinity and Heterosexuality in English Language Teaching 1
2 Key Concepts and Approaches in Studies of Masculinity 14
3 Masculine Histories 30
4 Fictional Masculinities 45
5 Introduction to Empirical Studies of Western Men in Japan 61
6 Embodied Masculinities 73
7 Married and Single Masculinities 95
8 Professional Masculinities 121
9 Conclusion 149
References 158
Index 171
List of Tables
1.1 Japanese Junior College Staff by Gender 7
1.2 Japanese University Staff by Gender 7
1.3 Membership of ELT Professional Organisations by Gender 8
1.4 International Marriages in Japan, 2012 9
1.5 International Marriages in Japan, 2012: Comparison
by Country 9
5.1 Research Participants 64
Transcription Conventions
((laughs)) non-verbal communication and gestures
text emphasis by speaker
[ . . . ] some original text has been omitted
[text] inserted by researcher to ensure clarity
text – speaker’s false start or self-interruption
ix
Acknowledgements
My thanks go to the many friends and colleagues who helped me in my
quest to understand the place of men in English language teaching. Spe-
cial thanks go to Ross Forman, Alastair Pennycook, Emi Otsuji, Sumin
Zhao, Akiko Hiratsuka, Katherine Gordon and others in the Language
Studies Academic Group. Thanks also to the audience members and cor-
respondents, including Ryuko Kubota, Natalia Troitskya and Constance
Ellwood, who offered insightful comments on my various conference
presentations and articles. I am also grateful to the University of Tech-
nology, Sydney, for a generous grant that funded much of the research
undertaken for this book.
Thanks go to Wiley & Sons for permission to use a revised version of
Appleby, R. (2013) ‘Desire in translation: White masculinity and TESOL’,
which was published in TESOL Quarterly, 47(1), pp. 122–147. This now
forms the basis of Chapter 6. Thanks also go to UTSePress for permission
to reprint material included in Appleby, R. (2013) ‘Singleness, Marriage,
and the Construction of Heterosexual Masculinities: Australian Men
Teaching English in Japan’, PORTAL Journal of Multidisciplinary Inter-
national Studies 10(1) https://epress.lib.uts.edu.au/journals/index.php/
portal/article/view/2334. This now forms the basis of Chapter 7. And
thanks to Taylor and Francis for permission to reuse parts of Appleby, R.
(2014) ‘White Western Male Teachers Constructing Academic Identities
Japanese Higher Education’, published in Gender and Education (doi.
org/10.1080/09540253.2014.968530). This now appears in Chapter 8.
As always, I am eternally grateful for the support and feedback given
by Tom, Nick and Lucy, who do their best to keep me grounded in a
world of contemporary culture. And finally, I am extremely grateful to
the men and women who participated in this study: they are fine and
generous people whose stories and experiences have contributed to the
building of knowledge and understanding in our field.
xi
Preface
A place called Manly
In 1787, Captain Arthur Phillip of the Royal Navy left England with
a fleet of 11 ships and a cargo of convicts on a mission to establish a
British colony on the east coast of Australia. He was to be the colony’s
first governor. In January 1788, the fleet arrived at its destination, Bot-
any Bay, which was found to be unsuitable for settlement, and on 21
January, Phillip travelled north with a small crew to explore Port Jack-
son, so named by Captain James Cook in 1770. They spent three days
exploring Port Jackson, and Phillip, impressed by the ‘confidence and
manly behaviour’ of a group of Aborigines in the northern reaches of
the harbour, named the place ‘Manly Cove’. On the following day, Phil-
lip explored the main southern arm of the harbour and found a suitable
site for the new colony, in a sheltered cove with a safe anchorage and a
spring of fresh water. He named the place Sydney Cove, after his English
patron, Lord Sydney.
Phillip had been instructed to establish communication with the
native inhabitants by learning their language and teaching them Eng-
lish. Frustrated by his failure to engage the natives in this endeavour,
he gave orders for one or two Aborigines to be captured and brought
to Sydney Cove. On 31 December 1788, an Aboriginal man was kid-
napped at Manly Cove and brought to the white settlement where he
was shackled, handcuffed, and held captive. He was fed, bathed, and
clothed, but refused to give his name: so he, too, was called Manly. Over
time, Manly became resigned to his fate, and some progress was made
with communication. He told his captors his name was Arabanoo. Cap-
tain Watkin Tench (2006 [1788]), in his account of these events, wrote
that Arabanoo ‘did not want docility; but either from the difficulty of
acquiring our language, from the unskillfulness of his teachers, or from
some natural defect, his progress in learning it was not equal to what
we had expected’. In the early months of 1789, smallpox broke out and
decimated the Aboriginal population around the colony. Arabanoo died
of smallpox in May 1789. He had lived for less than six months with his
white captors.
xiii
