Atsuko Watanabe – författare

This book presents a researcher’s work on reflective practice with a group of high school teachers of English in Japan. Beginning with a series of uncomfortable teacher training sessions delivered to unwilling participants, the book charts the author’s development of new methods of engaging her participants and making use of their own experiences and knowledge. Both an in-depth examination of reflective practice in the context of Japanese cultural conventions and a narrative account of the researcher’s reflexivity in her engagement with the study, the book introduces the concept of ‘the reflective continuum’ – a non-linear journey that mirrors the way reflection develops in unpredictable and individual ways.

In an ever more globalized world, sustainable global development requires effective intercultural co-operations. This dialogue between non-western and western cultures is essential to identifying global solutions for global socio-political challenges. Modern Japanese Political Thought and International Relations critiques the formation of non-western International Relations by assessing Japanese political concepts to contemporary IR discourses since the Meji Restoration, to better understand knowledge exchanges in intercultural contexts. Each chapter focuses on a particular aspect of this dialogue, from international law and nationalism to concepts of peace and Daoism, this collection grapples with postcolonial questions of Japan’s indigenous IR theory.

In an ever more globalized world, sustainable global development requires effective intercultural co-operations. This dialogue between non-western and western cultures is essential to identifying global solutions for global socio-political challenges. Modern Japanese Political Thought and International Relations critiques the formation of non-western International Relations by assessing Japanese political concepts to contemporary IR discourses since the Meji Restoration, to better understand knowledge exchanges in intercultural contexts. Each chapter focuses on a particular aspect of this dialogue, from international law and nationalism to concepts of peace and Daoism, this collection grapples with postcolonial questions of Japan’s indigenous IR theory.

This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers’ identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.

This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers’ identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.

The book challenges this ground by examining how European geopolitics, the theory of the modern state, traveled to Japan in the first half of the last century, and demonstrates that the same theory can invoke diverged imaginations of the world by examining a range of historical, political, and literary texts.

This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers’ identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.