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SMITH Dean Michael大学院国際文化学研究科准教授
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神戸大学大学院国際文化学研究科准教授。バース大学で博士号を取得し、成人教育を専門とする大学院教員免許を保有しています。また、ユニヴァーシティ・カレッジ・ロンドン・インスティテュート・オブ・エデュケーションでテクノロジーと教育の修士課程を優秀な成績で修了し、応用言語学の修士号も取得しています。マイケルの研究テーマは、教育社会学、教育政策、新自由主義的ガバメント性、教育テクノロジーの社会的および教育的意義です。
研究活動情報
■ 受賞- 2022年07月 バース大学, 2022年ロバートホートン博士出版賞, 様々な研究論文ですグレートブリテン・北アイルランド連合王国(英国)出版社・新聞社・財団等の賞
- 2022年03月 アジア教育イノベーション会議（ACIE）, 2022年のベストプレゼンテーション賞, 仮想現実（VR）の協同タスクベースの言語指導における潜在能力日本国国内学会・会議・シンポジウム等の賞
- 2019年10月 韓国TESOL協会, 2019年の年間研究論文賞, 言語帝国主義におけるセンター・ペリフェリーのエージェンシー・ダイナミクス：韓国の視点の調査優れた学術研究の推進における著述による優秀さを認めるために。, 大韓民国学会誌・学術雑誌による顕彰
- This doctoral thesis explores the educational journeys of Japanese learners enrolled in a Top Global University Project college. Drawing on Foucauldian governmentality and grounded in a phenomenological-ethnographic approach, results highlight the pervasive impact of the neoliberal knowledge economy as subjects transition from childhood to adolescence and, finally, “functional” grown-up status. At each stage, the pressures inherent to Japan’s gakureki shakai (“credential society”) mold subjects into entrepreneurial projects, wherein success is synonymous with one’s credentialed resources and economic productivity. Here, learners optimize their skills, qualifications, quantifiable achievements, and personal “brands” to meet market demands, gradually enhancing their entrepreneurial selfhood as they transition through education. In doing so, traits rooted in Japanese society—responsibility, harmony, hierarchical meritocracy—merge with neoliberal imperatives, producing a hybrid “small-n” model distinct to the local context. Accordingly, this thesis contributes to Japanese anthropological literature by highlighting how broad economic concepts indigenize and recontextualize within unique socio-cultural frameworks.Taylor & Francis, 2025年01月, Asian Anthropology, 1 - 4, 英語, 国際誌, 国際共著していない[査読有り]研究論文（学術雑誌）
- This thesis explores the educational trajectories of Japanese students at an ‘élite’—and, thus, highly prestigious—Top Global University Project (TGUP) institution. Within Japan’s ‘enterprise society’, neoliberal reform scaffolds educational transitions, with few, if any, existing studies tracing Japanese character-building in terms of lived market subjectivities—a gap that this project, in part, seeks to address. Drawing on Foucault’s governmentality and operationalised through interpretative phenomenological analysis (IPA), findings indicate that neoliberal trajectories are shaped by three broad aspects: strategic awareness and choice during educational transitions; the competitive culture fostered by shadow education, quantification, and the race to secure ‘élite’ higher education; and the regionalised and performative aspects of vocational recruitment. Placing these themes within Japanese society’s ‘bigger picture’, learner testimonies underscore the pervasive influence of neoliberalism within Japanese education, emphasising self-discipline, competitiveness, and marketability. Specifically, as learners transition from shōnen/shōjo (youth) to seinen (social adolescence) and shakaijin (social adulthood), the pressure to conform to market-driven demands for ‘functional’ human capital intensifies. As such, participants navigate the system pragmatically, focusing on personal gains and market competitiveness. In doing so, they internalise entrepreneurial values, where educational success is essential for economic and social validation.The University of Bath, 2025年01月, 英語, パスワードが無い, 国際誌, 国際共著していない[査読有り]学位論文（博士）
- This critical discourse analysis explores cosmopolitan nationalism as neoliberal reform within East Asian higher education (HE). Placing cosmopolitan nationalism within the Foucauldian genealogical oeuvre, we draw comparisons between Chinese, Japanese, and Korean HE policy to expand the theoretical basis of this emerging framework. Against this background, HE policy draws our gaze towards the tensions inherent to State-level demands for ‘enterprising’ units of human capital, or homo œconomicus. By producing graduates that are simultaneously internationalized and nationally-bound, HE pressures learners to incorporate the de-facto dispositions, skills, and credentials deemed necessary to the global market order. Here, policy maneuvers demonstrate a broadly analogous yet, unique predilection for nationalistic rhetoric during their resistance and accommodation of Western-led neoliberalism. Nonetheless, State responses to said hegemony demonstrate conflicting approaches to the knowledge economy and, for that matter, which citizens are deemed ‘worthy’ of the ‘right kind of’ education. Results indicate that, despite a shared cultural legacy, the socio-political realities of each HE provider engender, to varying degrees, friction between the intended and material outcomes of HE marketization. Thus, we seek to provide greater insight for scholars of educational markets to interpret the forces and mechanisms shaping neoliberal character-building, both regionally and in alternative contexts.2025年01月, Discourse: Studies in the Cultural Politics of Education, 46(1) (1), 67 - 86, 英語, 国際誌, 国際共著している[査読有り][招待有り]研究論文（学術雑誌）
- Through the market-based conception of neoliberal performativity, an interlocking set of socioeconomic agendas integrate higher education (HE) in state-level systems of production and accumulation. Within the scope of globalism, the capacity to develop competitive human capital emerges as a proxy indicator of achievement amongst institutions of higher learning. Through this elaborate symbolic structure, Japanese reforms aimed at bolstering "global" soft skills, including English, cosmopolitanism, and interculturality, function alongside an ideological arms race to enhance university rankings and individual investment in education. Invoking a Bourdieusian perspective, this conceptual inquiry suggests that stakeholders consider the secondary effects of asymmetrical efforts towards "élite" education, globalism, and world-class attainment, whereby accompanying policy reform propagates hegemony both locally and internationally. Additionally, the emergence of global soft skills as essential cultural capital challenges the supposed meritocracy of Japan's HE system. Indeed, the "effort-based-reward" symbolic contract permeating much of the neoliberal discourse fails to account for the functional reality of class-distinguished taste. From this perspective, valuable cultural resources orientate towards a globally conscious, highly-credentialed middle-class privileged in social, economic, and cultural capital, thereby disadvantaging the majority of learners inevitably excluded from study at prestigious, brand-name universities.Informa {UK} Limited, 2025年01月, Asia Pacific Journal of Education, 45(1) (1), 178 - 193, 英語, パスワードが無い, 国際誌, 国際共著している[査読有り]研究論文（学術雑誌）
- Under the neoliberal vision for free-market capitalism, discourses validating meritocratic competition reproduce homo œconomicus, narrowly self-interested human capital seeking to maximise its economic utility. Against this background, juku, Japan’s network of for-profit, deregulated shadow education institutions, eases educational transitions for enterprising citizens seeking advantage within the nation’s highly competitive exam and graduate recruitment systems. However, while ‘rational’ investments in juku aid neoliberal biographical projects (youth→adolescence→adulthood), they do so through panoptic systems of tension and accommodation, with pivots to individualistic self-interest producing docile entrepreneurs of the self. More damagingly, ‘agentive’ and ‘rational’ decisions to engage with juku anchor to transmissible cultural patrimony, creating opportunities to blame those who, through no fault of their own, lack the financial means to self-commodify within Japan’s enterprise society. The association between economic output and entrepreneurial selfhood shapes notions of ‘worth’ in increasingly neoliberal terms. Thus, only by relating juku investment to its social origin may we appreciate the corrosive impact of economic liberalisation on Japan’s learning ecology.Taylor & Francis, 2024年08月, Japan Forum, 36(4) (4), 412 - 434, 英語, パスワードがあり, 国際誌, 国際共著していない[査読有り]研究論文（学術雑誌）
- Drawing primarily on the Japanese context, this study aims to highlight this setting to emphasise the potential for tertiary-level self-access language centres to develop lifelong global citizenship, self-reflection and cross-cultural collaboration. This inquiry calls on the community of practice approach to account for the shared interests motivating lifelong cross-cultural participation, the quality of social engagement between actors, and the material and cognitive tools called upon to realise global citizenship's shared enterprise. As argued here, embracing various cultures and inclusive participation can lead to a broader understanding of global citizenship, avoiding narrow-minded views of globalism through shared knowledge and critical practices. Further, self-access provides a cost-effective, technology-mediated alternative to bilateral student mobility, whereby digital community-building occasions cross-cultural practice that may be extended throughout a learner's life, irrespective of their financial status or place of study. This study is one of a select few drawing on the community of practice framework within the context of lifelong global citizenship. Nevertheless, such an approach remains primed for future development. With a social constructivist philosophy in view, the authors suggest complementary qualitative research approaches that highlight the socially situated nature of both disciplines.Emerald, 2024年06月, Quality Education for All, 1(2) (2), 21 - 40, 英語, パスワードが無い, 国際共著していない[査読有り]研究論文（学術雑誌）
- In the face of ongoing ecological, economic, and social concerns, the UN’s sustainable development framework emerges as a map for securing a brighter tomorrow. Yet, against this backdrop, the neoliberal values of deregulation, open marketisation, and individualisation constrain sustainable development outcomes. Building on previous research conducted in Japan, a nation positioned at the forefront of Education for Sustainable Development (ESD), this ‘think piece’ seeks to offer a critical examination of its implementation and positionality within Japan’s education system, specifically the imbalance between public and private educational providers. Drawing on Bourdieu’s symbolic violence, we seek to shed light on the social norms (in this case, skill-based human capital development) replicated through education, the long-standing power structures reinforcing them, and finally, the gap between the ‘haves’ and ‘have nots’ in terms of access to attaining covetable neoliberal skills. The goal of this piece is not to reject the altruistic good of ESD. On the contrary, through this analysis, we hope to generate greater awareness by engendering a more meaningful and transformative ESD aligning with sustainability as a shared public good. Consequently, we call for more equitable ESD available to all students, regardless of educational setting.SAGE, 2024年04月, Power and Education, 英語, パスワードが無い, 国際誌, 国際共著している[査読有り]研究論文（学術雑誌）
- This conceptual study examines the neoliberal knowledge economy as a dimension of globalisation policy within East Asian higher education. In exploring the practice of linguistic instrumentalisation, this inquiry aims to demonstrate the influence of English on the hereditary reproduction of social class. Calling on the theories of Pierre Bourdieu and Michel Foucault, this inquiry explores the interplay between one’s hereditary and ultimate class membership and how proficiency in English mediates this hierarchy. Reinforced by a doxic knowledge of the ‘entrepreneurial’ credential ladder, aptitude in English represents a ‘weapon’ of empowerment (symbolic capital), used to certify and signal global readiness. Nevertheless, the meritocratic ‘freedom of choice’ leitmotiv supporting neoliberal governmentality fails to rationalise not only the class-conscious capitals that enable foreign language education but the ideological agendas that inhibit agency in such a manner as choosing English remains contingent rather than free. Given the economic benefits associated with EFL proficiency, this inquiry foregrounds inherited social class within its analysis, moving towards a deeper engagement with the socio-economic dimensions of foreign language education and the processes by which education is (further) reduced to strengthening pre-existing power relations.Taylor & Francis, 2024年03月, Globalisation, Societies and Education, 22(2) (2), 184 - 194, 英語, 国際誌, 国際共著していない[査読有り]研究論文（学術雑誌）
- 2024年03月, Journal of Comparative & International Higher Education研究論文（学術雑誌）
- Relying on Foucault's entrepreneurial Selfhood, this study intends to uncover lived accounts of neoliberal subjectivity arising from Japanese education reform. Indeed, given its intention to engender 'internationalized' human capital, the Top Global University Project (TGUP) presents one such market-oriented endeavor. Japan's pivot toward neoliberal marketization has been subjected to fierce scholarly critique; however, despite these efforts, empirical phenomenological accounts of entrepreneurial Selfhood locally present a notable gap that this project, in part, seeks to address. Drawing on interpretive phenomenological analysis, I hope to understand how the inculcation of specific neoliberal values, soft skills, and capitals (self-reliance, individuality, discipline, foreign language proficiency, cosmopolitanism, etc.) connect personhood and citizenship locally, specifically for nine learners (f=6, m=3) at a TGUP institution. Initial findings indicate that, in a nested terrain of shadow education, New Public Management, and hyper-competitive credentialism, graduation from brand-name colleges represents the final step for 'responsible' graduates to emerge as globally-orientated human capital. To achieve this journey, participants reported instances of entrepreneurial Selfhood from as young as elementary school, where the orthodoxic pressures of Japan's enterprise ontology compel youths to credentialise through prestige-graded private education, and the for-profit 'shadowed' learning providers facilitating admission to these institutions and, potentially, choice employment beyond them.Journal of Comparative & International Higher Education, 2024年03月, Journal of Comparative & International Higher Education, 15(5(S)) (5(S)), 71 - 77, 英語, パスワードが無い, 国際誌, 国際共著していない[査読有り]研究論文（学術雑誌）
- Routledge, 2024年01月, Pedagogy, Culture and Society, 32(1) (1), 163 - 181, 英語, パスワードが無い, 国際誌, 国際共著している[査読有り][招待有り]研究論文（学術雑誌）
- Taylor and Francis, 2023年12月, Current Issues in Language Planning, 24(3) (3), 334 - 356, 英語, 国際誌, 国際共著していない[査読有り]研究論文（学術雑誌）
- Education for Sustainable Development (ESD) represents a key feature of the United Nations’ Sustainable Development Goals. Indeed, Japan, ESD’s country of origin, positions itself as a forerunner for embedding sustainability within pedagogy; yet, these efforts remain stifled by a cultural adherence to ‘transmissive’ hierarchical practice. Against this background, leaderful classroom pedagogy’s emphasis on collaboration shared responsibility, and empathy emerges as a viable alternative to top-down leadership models, particularly within the context of ESD. Accordingly, an interpretative phenomenological analysis was undertaken with Japanese university students attending a global studies program. Through semi-structured interviewing, participants shared and reflected on their lived experiences of leadership and sustainability, with findings indicating that hierarchical leadership structures hinder the egalitarian, student-orientated approach deemed prototypical to ESD and, thus, opportunities to inhabit meaningful leadership roles. While leaderful practitioners face considerable challenges when attempting to uproot leadership models firmly ingrained in the teacher-leader student-follower duology, we posit that the relationship between ESD and leaderful classroom pedagogy is mutually beneficial. ESD requires the transformative essence of leaderful practice, and leaderful practice, perhaps, needs the altruism of sustainability to supplant dominant power structures.Springer Nature Singapore, 2023年11月, Leaderful Classroom Pedagogy Through an Interdisciplinary Lens, 195 - 210[査読有り]論文集(書籍)内論文
- Recognized as the theory and practice of interpretation, hermeneutics presents us with a methodological-philosophical framework paying particular attention to the linguistic, historical, and sociocultural contexts shaping human experience. Contrary to positivistic interpretations of reality, hermeneutics honors the role of personal history during a participant’s negotiation of culture, presenting a versatile–yet, comparatively under-utilized–research methodology that accommodates knowledge as reducible from our pre-held subjectivities. In doing so, hermeneutics seeks not to overcome or eliminate bias but to appreciate the consequences of its limits. Calling on Gadamer’s post-Heideggerian extension of hermeneutics, this paper intends to communicate the value, limitations, and applications of this approach, specifically to cross-cultural research. In discussing its applications, principles such as effective history, prejudice, provocation, and fusion of horizons, scaffold practical tips, including the role of the intercultural hermeneutic researcher, ethical and quality control measures, interview procedures, transcription, and the interpretation and analysis of data.Asian Conference for Innovation in Education, 2023年09月, Proceedings of the Asian Conference for Innovation in Education, 2(1) (1), 1 - 14, 英語, パスワードが無い, 国際誌[査読有り]研究論文（国際会議プロシーディングス）
- As online education expands in the wake of recent global events, concerns over the privileging of dominant languages, cultures and epistemologies gain prominence. Despite the explicit biases and assumptions found within hegemonic learning contexts, however, inquiry within the domain of computer-assisted language learning (CALL) typically manifests via decontextualised interpretations. Consequently, this inquiry aims to contribute to the theoretical expansion of digital education by situating CALL within Feenberg’s critical theory of technology (CTT). In doing so, it intends to answer calls for the engagement of CTT to question instrumental and deterministic accounts of digital English language learning (ELL) and expose the subtle influences that impact the transmission of English within the online space. This inquiry finds that digital ELL obfuscates alternative epistemological and linguistic contexts, with the prevalence of English native speakerism presupposing dominion over subaltern cultures. Practitioners should thus moderate the temptation to draw on ‘euphoric’ conceptualisations of CALL, with specific reference to exaggerated visions of egalitarian participation structures and the across-the-board beneficial impact of digital practices on learner engagement. Finally, not all uses of English hold equal power and status, with graduated degrees of access to technological and linguistic capital driving a circular system of socio-economic reproduction.{SAGE} Publications, 2022年03月, Power and Education, 14(1) (1), 50 - 65, 英語, パスワードが無い, 国際誌, 国際共著していない[査読有り][招待有り]研究論文（学術雑誌）
- 2021年10月, Quality Assurance in Education, 29(4) (4), 537 - 549, 英語, パスワードが無い, 国際誌, 国際共著していない[査読有り]研究論文（学術雑誌）
- Experiential learning, in which knowledge acquisition occurs via as opposed to for task performance, represents a core principle of task-based language education. Against this background, virtual reality (VR) holds the potential to provide incidental learning experiences by facilitating communicative, socio-physical interactions across a host of language learning domains. Thus, it is the purpose of this article to describe the use of VR as a medium for task-based language teaching. Specifically, the capabilities of the Oculus Quest VR headset will be outlined by disclosing the background, implementation, and results of a small-scale study in which tertiary-level English as a foreign language participants utilized VR to navigate the information gap game Keep Talking and Nobody Explodes. Key findings indicate that the convergence of VR and commercial game software constitutes engagement that, in keeping with the principles of task-based inquiry, occasions learner collaboration and student-led resolution. More distinct to the VR method, however, is an enhanced sense of presence within its accompanying "world."The Korea TESOL Association, 2021年09月, Proceedings of the 28th Korea TESOL International Conference: Re-envisioning ELT Altogether, All Together, 28(1) (1), 153 - 165, 英語, パスワードが無い, 国際誌研究論文（国際会議プロシーディングス）
- role of computer-assisted language learning (CALL) is continually evolving, leading to a requirement for evaluation of the medium in terms of both historical and contemporary perspectives. Traditionally, CALL manifests per three phases of development, namely, the structural, communicative, and integrative phases. Through this paradigm shift, it is shown that contemporary CALL practices influence several pedagogical factors. For institutions, CALL offers flexibility, enhanced accessibility, and location independence, but suffers from assessment and mediational issues. The role of the practitioner is also significantly impacted, perhaps necessitating adaptational strategies and a reevaluation of teacher positionality given the reduction of in-situ presence and potential absence of technological capacity or interest. Learners were ultimately identified as the most significant consideration on the basis that digital environments foster increased personal interactions, digital literacy and, if implemented correctly, higher cognitive development. Those learners in socioeconomically or technologically deprived areas are at most risk of disadvantage －although this disparity is decreasing as networked technologies become increasingly prevalent. The authors stress that teacher-learner interaction remains vital, however, emphasizing the value of a holistic approach that takes into consideration the needs of all stakeholders.2021年03月, Kwansei Gakuin University Journal of International Studies, 10(1) (1), 83 - 95, 英語, パスワードが無い, 国内誌, 国際共著していない[査読有り]研究論文（学術雑誌）
- SAGE Publications, 2021年03月, Educational Policy, 36(7) (7), 1652 - 1678, 英語, パスワードが無い, 国際誌, 国際共著していない[査読有り]研究論文（学術雑誌）
- This professional interest study analyses the near-synonymous verb pairings ‘move’ and ‘go’ and ‘fire’ and ‘shoot’ as employed in a Military English context. Reference data was provided via a specialized military English corpus, which was compiled and measured against the Santa Barbara Corpus of Spoken American English using the Sketch Engine lexicographical tool. In the case of ‘move’ and ‘go,’ findings suggest that differences in lexical behavior patterns may be explained primarily in terms of pronoun subject/object sentence structures. While ‘move’ predominantly features pronouns that act as sentence objects, ‘go’ is shown to incorporate subject pronouns. Moreover, both verbs are shown to collocate with themselves, conceivably evidencing their use as a motivational tool, a position echoed in a number of Sketch Difference categories. The behavioral differences between the verb-object collocational patterns of ‘fire’ & shoot,’ meanwhile, suggests that the verb form of ‘fire’ is associated predominantly with the action and directional application of weapons, while ‘shoot’ primarily serves to indicate specific targets that have/are to be fired upon. The conclusions of the Sketch Difference phase are strengthened by the findings of collocational and concordancing analyses, which also highlight the importance of contextual knowledge in regard to idiomatic language and verb usage.Kwansei University, 2021年02月, Kwansei Gakuin University Humanities Review, 25(1) (1), 69 - 86, 英語, パスワードが無い, 国内誌, 国際共著していない[査読有り][招待有り]研究論文（学術雑誌）
- 2020年10月, Interactive Technology and Smart Education, 18(2) (2), 158 - 174, 英語, パスワードが無い, 国際誌, 国際共著している[査読有り][招待有り]研究論文（学術雑誌）
- In Northeast Asia, as in many other regions, local administrations have interpreted English language acquisition as central to enhancing national competitiveness within the currently dominant neoliberal-financial paradigm. Against this background, this comparative analysis critically reviews the structural and ideological processes by which global English impacts the Japanese and Korean educational domains, employing the linguistic imperialism framework (Phillipson, 1992) as its principal theoretical lens. In doing so, this inquiry aims to respond to local calls (see Kubota, 1998) for comprehension of the sociocultural impact of global English within economically developed, neo-colonial contexts. As a comparative study, this report focuses on neighboring settings in an effort to draw attention to the friction between the obligation to learn English for local empowerment and the underlying inequities that are strengthened by ELT locally. Through close examination of the conditions presented by Japanese and Korean academics, it is determined that the sustained transmission of globalization discourse has been a primary impetus in communicating, from the state level to the public, the symbolic worth of ELL. The pluralistic representation of internationalization and Englishization acts not only as a mechanism for countering global tensions but as a tool for élite privilege fortification, sustaining circular socioeconomic inequity based on linguistic competence, thereby depriving learners of authentic agency when "electing" to participate in ELL.2020年08月, Korea TESOL Journal, 16(1) (1), 55 - 74, 英語, パスワードが無い, 国際誌, 国際共著している[査読有り]研究論文（学術雑誌）
- In recent years, educational research describing the sociological impact of the English language has drawn increasingly on the theories of Pierre Bourdieu to account for the mechanisms by which ELT imbricates in social stratification. Accordingly, this critical study takes as its analytical focus the Bourdieusian concepts of "habitus," "capital," and "field" in an effort to illustrate the structural and cognitive pressures that drive English language education and thus intergenerational social inequality. Specifically, Bourdieu's model is employed to foster a theoretical comprehension of the post-globalization developmental strategies of the Republic of Korea during a period of sustained political and social reform. It has been shown that the interplay between Korea and internationalization has resulted in the identification of English as a resource crucial to the accumulation of capital within the transnational arena. This conflation of internationalization and Englishization acts not only as an instrument for responding to global pressures but a vehicle for elite privilege reinforcement, sustaining circular forms of socioeconomic inequality on the basis of language proficiency-to the advantage of the agentive forces behind the local dissemination of English and the disadvantage of broader subaltern populations. As a consequence, EFL instrumentalization within the Korean sociolinguistic field is illustrative of the measures by which dominant classes propagate self-aggrandizing values and norms via the manipulation of cultural capital, thereby achieving the hegemonic subjugation of subordinate groups via structural and ideological mechanisms.The Korea TESOL Association, 2020年04月, Korea TESOL Journal, 15(2) (2), 3 - 22, 英語, パスワードが無い, 国際誌, 国際共著していない[査読有り]研究論文（学術雑誌）
- This pilot study sought to reveal identity-related conceptualizations of EFL use in Japanese media by employing a hermeneutic-constructivist process in which meaning emerged via the interdependence of researcher and subject. Specifically, the impetus of this small-scale qualitative inquiry was consideration of the potential negative impact of Japanese media on local ELL motivation, seeking to answer how ELT practitioners perceive comedic English use in Japanese media, and hypothesize what, if any, effect it exerts on ELL engagement rates within Japan. Research findings indicate that the majority of participants view the normalized form of EFL presented by local media as sustaining adverse effects on local perceptions of English with the co-medic usage of EFL thus recognized as potentially demotivating to local ELL participation. Nevertheless, researchers advise caution if attempting to develop the findings presented here beyond their original intention given the narrow scope of research subject populations.2020年03月, Journal of International Studies, 9(1) (1), 163 - 175, 英語, パスワードが無い, 国内誌, 国際共著している[査読有り]研究論文（大学，研究機関等紀要）
- This study critically examines the sociolinguistic positionality of the English language, as situated within The Republic of Korea, employing features of Robert Phillipson’s Linguistic Imperialism framework. Specifically, the primary investigatory aim of this inquiry is an exploration of local stakeholder perceptions concerning Centre-Periphery agency dynamics during Korean EFL adoption. In addition to the work of Phillipson, the secondary research presented here is grounded heavily in locally-produced literature – thereby enabling an analysis that is appreciative of Korean scholarly representation. In doing so, this study intends to answer calls by various Periphery academics for comprehension of nonnative perspectives with reference to the societal impact of global English on distinct language learning milieus. Through a close examination of the conditions presented here, it is determined that local EFL users have recognized English in Korea as being hierarchically rationalized by local elites as necessary to the maintenance of Korean national and transnational advancement. Subsequently, Phillipson’s description of English language internalization via ideological mechanisms is shown to be accurate; moreover, on this occasion, directional causality toward Korea-intrinsic EFL hegemony has been established. Nevertheless, it is determined that theories of Western-driven linguistic imperialism fail to account fully for the functional validity of English language dominance in this context, given the absence of stakeholder recognition for Western agency during these processes.The Korea TESOL Association, 2018年10月, Korea TESOL Journal, 14(1) (1), 3 - 30, 英語, パスワードが無い, 国際誌, 国際共著していない[査読有り]研究論文（学術雑誌）
- 2017年12月, The English Connection, 12(4) (4), 11 - 13, 英語, パスワードが無い, 国際共著していない研究論文（その他学術会議資料等）
- This paper critically reviews the pedagogical benefits and obstacles to applying CALL to military English learning in terms of the theories associated with CALL. The obstacles that hinder effective CALL practice in military settings can be attributable to a) a long-held behavioristic tradition for language learning such as rote memorization and repetitive drilling; b) the antithesis of traditional military sentiment against the shift of learning responsibility from the military to individuals; and c) military instructors who may be incapable of implementing effective CALL practice because of their own preconceptions, backgrounds and established skill sets. However, properly implemented CALL not only prepares learners linguistically and culturally for participating in multinational military operations, but also provides learners with peer support opportunities where they can cooperate with their peers to achieve more than what they are capable of and enhance their interpersonal communication required in the military. CALL also benefits learners by enabling them to monitor their progress and promoting critical thinking.2017年05月, The Mirae Journal of English Language and Literature, 22(2) (2), 321 - 338, 英語, パスワードが無い, 国際誌, 国際共著している[査読有り]研究論文（学術雑誌）
- English Time Publishing, 2017年03月Readings for Naval English
- An Examination of the Relative Significance of Convergence & Divergence in Employment of FLA & SLA Concepts: A Critical Literature ReviewThis paper critically examines the major studies regarding both first (FLA) and second (SLA) language acquisition. In particular, the key similarities and differences between FLA and SLA are noted and described with regard to their relative significance. In doing so, the primary texts were analyzed in terms of psychological factors, cognitive processes, Critical Period Hypothesis, and Universal Grammar. Findings indicate that the processes of first and second language acquisition are sufficiently different from one another whilst also maintaining a distinct level of interconnectivity; notably with regards to the effect of the native language on the learning of the target language, which can be influenced by processes connected to Universal Grammar. (Abstract translated from Korean)2016年01月, The Mirae Journal of English Language and Literature, 21(1) (1), 577 - 594, 英語, パスワードが無い, 国際誌, 国際共著している[査読有り]研究論文（学術雑誌）
- English and Linguistic Imperialism: A Korean Perspective in the Age of GlobalizationThis critical literature review explores the effect of 'global' English on contemporary Korean society, specifically discussing the nation’s widespread adoption of English through the lens of Robert Phillipson's (1992) influential Linguistic Imperialism framework. Findings indicate that globalization, coupled with the infiltration of English into domestic language and culture, has transformed what it means to be a Korean citizen in the global era. An intense drive for English education has coincided with a period of remarkable prosperity for Korean industry, yet it has also fuelled an ever-widening class divide, marginalizing those who cannot afford private education. Korean educational and industrial policies, therefore, act to strengthen the hegemony of the English language and, by extension, inner-circle nations.2015年05月, The Mirae Journal of English Language and Literature, 20(2) (2), 331 - 350, 英語, パスワードが無い, 国際誌, 国際共著している[査読有り]研究論文（学術雑誌）
- 単著, Sole researcher and author., 2024年01月, 145, 英語, Doctoral thesis., 国際共著していないEntrepreneurs of the Self: Understanding Neoliberal Governance in Japanese Educationその他
- 編者(編著者), English for Specific Purposes; Military English, English Time, 2017年05月, 朝鮮語, ‘Readings for Naval English’ is an English for Specific Purposes (ESP) companion book, compiled by professors at the Korean Naval Academy and experienced participants of ROK-US Combined Operations, to provide an accurate understanding and awareness of the US Navy, and its relationship with the ROK Navy. This book consists of four individual sections, each of which contains five units. These units consist of Key Words, Reading Text, Comprehension Questions, and Military Tips. In the Key Words section, general and functionally-specific English vocabulary is introduced in advance to help better understand the contained texts. Reading Texts, meanwhile, present articles that are occupationally-relevant to naval life and ROK-US Combined Operations, and include functional examples of military-related jargon, which are presented as footnotes using the Korean language. The Comprehension Questions consist of questions to check that the contents of the text are understood, and the Military Tips provide a short description of useful information related to the Navy (Abstract translated from Korean)., 国際共著している, ISBN: 9791187114062教科書・概説・概論
- 2025 Korea TESOL International Conference, 2025年05月, 英語, The Korean TESOL Association, Seoul, 大韓民国, This research-oriented presentation explores learner perceptions of study-abroad practice at a Japanese ‘Top Global University Project’ college. Adopting a genetic structuralist stance, we draw upon Bourdieu’s Theory of Practice to analyse eight semi-structured interviews. In the first theme, navigating and responding to global education, subjects report the difficulties ‘returnees’ face when reintegrating into Japanese education, the strategic advantages of Japan-based international schooling, and the tensions inherent to globalisation discourses upholding non-pedagogic interests. In study abroad as a catalyst for personal identity, participants note how study abroad opportunities greatly impacted their choice of high schools and universities while also noting their disappointments at missing out on such opportunities. Finally, in internationalisation as both a necessity and barrier for Japanese graduates, the paradoxical nature of global readiness, wherein “globalised” status is both idealised yet constrained by inward-focused limitations in Japanese education and shyness as a social norm, creates tensions when producing global human capital. In sum, our findings highlight the complex emotional, cultural, and vocational dimensions of globalism, underscoring the need for adaptable programs supporting the internationalisation of education and labour. However, the dynamics described here are not necessarily unique to the Japanese context. We hold that our findings resonate strongly with Korea, where similar tensions between global aspirations and local realities shape the study-abroad experience. Korea, like Japan, emphasises the cultivation of global talent, while the reintegration challenges faced by Japanese returnees may mirror the struggles of Korean students who navigate complex identity negotiations and social expectations that undervalue interculturality., 国際会議From Aspiration to Adaptation: A Bourdieusian-Genetic Structuralist Analysis of Study Abroad-in-Practice口頭発表（一般）
- 2025 Korea TESOL International Conference, 2025年05月, 英語, The Korean TESOL Association, Seoul, 大韓民国, Seeking to understand how current students, recent graduates, and long-term alums make sense of the upcoming closure of a small-scale Japanese university, we leverage Schlossberg’s Transition Model to understand the situational, self, support, and strategic mechanisms employed by stakeholders as they process alma mater loss. Operationalised through Interpretive Phenomenological Analysis, we examine idiographic accounts of change collected through semi-structured interviewing, drawing on a homogenous sample to chart patterns of convergence and divergence while uncovering the perceived drivers of university shuttering. In a survival-of-the-fittest economic arena, exemplified here by New Public Management, market efficiency supersedes broader institutional diversity, with subjects rationalising closure through a locus of internal and external stressors, gradual shifts in emotional outlook, transactional relations, and proactive suggestions for survival, including reframing and problem-solving. Accordingly, our findings evidence the commodification of tertiary education and, more pointedly, illustrate how market factors shape the narratives surrounding institutional preservation. Given that relatively few studies confront university closure, we seek to address this gap, at least partially, contributing to a deeper understanding of an issue that, while niche, may impact an increasing number of educational providers as they contend with the pervasive forces of market orthodoxy. Indeed, there is potential for similar challenges to emerge in the Korean Republic, where, as with Japan, the intersection of neoliberalism and declining birth rates exerts pressure on higher education institutions, leading to concerns about institutional sustainability and educational massification., 国際会議, 国際共著していないNavigating Loss: An Interpretative Phenomenological Exploration of University Closure口頭発表（一般）
- The 2025 Asian Conference for Innovation in Education, 2025年03月, 英語, The Asian Conference for Innovation in Education, Osaka, 日本国, This research-orientated presentation explores learner perceptions of study-abroad practice at a ‘Top Global University Project’ institution. Adopting a critical realist stance and operationalised through interpretative phenomenological analysis, we draw upon Foucauldian governmentality to analyse data deriving from eight semi-structured interviews. Key themes emerging from our analysis reveal the heightened emotional and professional impacts of studying abroad, revealing contact points for practitioners to improve program design, student support, and institutional frameworks. The “emotional impact of not studying abroad” highlights the disappointment experienced by students whose sojourns were disrupted by external circumstances, drawing our gaze to the requirement for more flexible and resilient programs adapting to global uncertainties and students’ evolving needs. Moreover, the “impact on shūkatsu and workforce transitions” illustrates how studying abroad represents a strategic advantage for navigating Japan’s hyper-competitive vocational market, shūkatsu, distinguishing students during graduate recruitment and highlighting the perceived need to align sojourns with career development goals. Indeed, the third theme, “Japan’s failure to Produce gurōbaru jinzai,” critiques the country’s education system for its inability to cultivate globally-minded human capital, gurōbaru jinzai, with students expressing frustration over their limited preparedness for international work. The role of English acquisition, global skills, and cross-cultural competencies are seen as crucial yet insufficiently supported by existing structures. In sum, our findings highlight the complex emotional, cultural, and vocational dimensions of study abroad, underscoring the need for more adaptable programs supporting students’ personal and professional development., 国際共著していないGlobal Ambitions, Local Realities: Unpacking Japanese Learner Perceptions of Study Abroad-in-Practice口頭発表（一般）
- The 2025 Asian Conference for Innovation in Education, 2025年03月, 英語, The Asian Conference for Innovation in Education, Osaka, 日本国, Seeking to understand how current students, recent graduates, and long-term alums make sense of the upcoming closure of a small-scale Japanese university, we leverage Schlossberg’s Transition Model to understand the situational, self, support, and strategic mechanisms employed by stakeholders as they process alma mater loss. Operationalised through Interpretive Phenomenological Analysis, we examine idiographic accounts of change collected through semi-structured interviewing, drawing on a homogenous sample to chart patterns of convergence and divergence while uncovering the perceived drivers of university shuttering. In a survival-of-the-fittest economic arena, exemplified here by New Public Management, market efficiency supersedes broader institutional diversity, with subjects rationalising closure through a locus of internal and external stressors, gradual shifts in emotional outlook, transactional relations, and proactive suggestions for survival, including reframing and problem-solving. Accordingly, our findings evidence the commodification of Japanese tertiary education and, more pointedly, illustrate how market factors shape the narratives surrounding institutional preservation. Given that relatively few studies confront university closure, we seek to address this gap, at least partially, contributing to a deeper understanding of an issue that, while niche, may impact an increasing number of educational providers as they contend with the pervasive forces of neoliberal orthodoxy., 国内会議, 国際共著していないClosure, Commodification, and Change: A Phenomenological Study of University Shuttering in Neoliberal Japan口頭発表（一般）
- 2023 Korea TESOL International Conference, 2023年, 英語, The Korean TESOL Association, Seoul, 大韓民国, Japan, a forerunner of Education for Sustainable Development (ESD), positions itself as an advocate for embedding sustainability within pedagogy. Yet, these efforts remain stifled by a cultural adherence to 'top-down' hierarchical practice. Against this background, leaderful classroom pedagogy's emphasis on collaboration, shared responsibility, and empathy emerges as a viable alternative to top-down leadership models. Accordingly, an Interpretative Phenomenological Analysis was undertaken with Japanese university students attending a global studies program. Through semi-structured interviewing, participants shared and reflected on their lived experiences of leadership and ESD, with findings indicating that hierarchical leadership structures hinder the egalitarian, student-orientated approach deemed prototypical to ESD and, thus, opportunities to inhabit meaningful leadership roles. While leaderful practitioners face considerable challenges if attempting to uproot leadership models firmly ingrained in the teacher-leader student-follower duology, we posit that the relationship between ESD and leaderful classroom pedagogy is mutually beneficial., 国際会議, 国際共著していないTowards a ‘Leaderful’ Sustainable Development? An Interpretive Phenomenological Analysis of Japanese Education口頭発表（一般）
- The 2023 Asian Conference for Innovation in Education, 2023年02月, 英語, The Asian Conference for Innovation in Education, Bangkok, タイ王国, Recognized as the theory and practice of interpretation, hermeneutics presents us with a methodology and philosophical framework that pays particular attention to the socio-cultural, linguistic, and historical contexts shaping human experience. Contrary to positivistic-empiricist interpretations of reality, hermeneutics honors the role of personal history during a participant’s negotiation of culture, presenting a versatile – yet, somewhat under-utilized – research methodology that recognizes one’s pre-held beliefs and subjectivities as inescapable features of learning. In doing so, hermeneutics seeks not to overcome or eliminate bias but to appreciate the consequences of its limits. Calling on Gadamer, this presentation intends to communicate the value, limitations, and applications of this approach, specifically to front-line, cross-cultural research. In discussing the applications of hermeneutics, principles such as effective history, prejudice, provocation, and fusion of horizons, scaffold practical tips, including the role of the post-positivist researcher, ethical and quality control measures, interview procedures, transcription, and the interpretation and analysis of data., 国際会議, 国際共著していないHermeneutics: A Short Introduction to an Interpretive Research Framework口頭発表（一般）
- 2022 Korea TESOL International Conference, 2022年04月, 英語, The Korean TESOL Association, Seoul, 大韓民国, Recognised as the theory and practice of interpretation, hermeneutics represents a methodology and philosophical framework paying particular attention to the socio-cultural, linguistic, and historical contexts shaping human experience. Contrary to positivistic interpretations of reality, hermeneutics honours the role of personal history during the negotiation of culture, presenting a versatile research methodology that recognises one’s pre-held beliefs as an inescapable feature of learning. In doing so, hermeneutics seeks not to overcome or eliminate subjectivity but to appreciate the consequences of its limits. Calling on Gadamer, this presentation intends to communicate the value and limitations of this approach, specifically to front-line, cross-cultural research. In discussing the applications of hermeneutics, principles such as effective history, prejudice, provocation, and fusion of horizons, scaffold practical tips, including the role of the post-positivist researcher, ethical and quality control measures, interview procedures, transcription, and the interpretation and analysis of data., 国際会議, 国際共著していないAn Introduction to the Usage of Hermeneutics in Cross-cultural Research口頭発表（一般）
- The 2022 Asian Conference for Innovation in Education, 2022年03月, 英語, The Asian Conference for Innovation in Education, Nishinomiya, 日本国, Experiential learning, in which knowledge acquisition occurs via as opposed to for task performance, represents a core principle of task-based language education. Against this background, VR holds the potential to provide incidental learning experiences by facilitating communicative, socio-physical interactions across a host of language learning domains. Thus, it is the purpose of this practice-orientated demonstration to describe the use of VR as a medium for task-based language teaching. Specifically, the capabilities of the Oculus Quest VR headset will be outlined by disclosing the background, implementation, and results of a small-scale activity in which college-level EFL learners collaboratively utilized VR to navigate the information gap game Keep Talking and Nobody Explodes. Notwithstanding the possibility of the novelty effect, key findings indicate that the convergence of VR and commercial game software promotes learner performance and engagement that, in keeping with the principles of task-based inquiry, necessitates collaboration and student-led resolution. However, more distinct to the VR method is an enhanced sense of presence within its accompanying “world.”, 国際会議, 国際共著しているThe Potential of Virtual Reality for Collaborative Task-Based Language Instruction口頭発表（一般）
- 2021 Korea TESOL International Conference, 2021年02月, 英語, The Korean TESOL Association, Seoul (Online), 大韓民国, Experiential learning, or ‘learning by doing’, is a core principle of constructivist education, either via contact with others or through physical-mental interactions with learning environments. In particular, Virtual Reality (VR) holds the potential to provide meaningful learning experiences by simulating contextual situations while simultaneously facilitating both social and physical interactions. The utilization of VR remains, however, somewhat nascent within the sphere of language education, and as such, requires careful consideration and planning before widespread classroom adoption becomes normalized. Against this background, it is the purpose of this presentation to communicate the potential for VR to deliver stimulating collaborative information-gap activities that enhance the language learning experience within synthetic-immersive contexts. Specifically, the capabilities of the Oculus Quest self-contained VR headset will be outlined by disclosing the background, implementation, and results of a small-scale enquiry in which tertiary-level Japanese English language learning participants utilized VR to navigate the commercial software package Keep Talking & Nobody Explodes. Key findings indicate that the convergence of VR and non-ELL-originating game software constitutes a practical, digitally-mediated, information gap intervention that, in keeping with the principles of constructivist inquiry, occasions learner autonomy, collaboration, and student-led resolution. More distinct to the VR method, however, is the presence of contextual learning that transports learners to situationally-relevant environments, and the accompanying sense of presence that allows them to experience temporary existence within this “world.” It is this condition of multi-modal learning that validates VR as an attractive and unique pedagogical instrument and an exciting focus for future investigation., 国際会議, 国際共著していないVR & ELL: Current Strategies & Future Directions Following COVID-19[招待有り]口頭発表（一般）
- 2020 Hawaiʻi International Conference on English Language and Literature Studies, 2020年03月, 英語, The University of Hawai'i, Hilo, Hawai'i, アメリカ合衆国, Experiential learning, or ‘learning by doing’, is a core principle of constructivist education, either via contact with others or through physical-mental interactions with learning environments. In particular, Virtual Reality (VR) holds the potential to provide meaningful learning experiences by simulating contextual situations while simultaneously facilitating both social and physical interactions. The utilization of VR remains, however, somewhat nascent within the sphere of language education, and as such, requires careful consideration and planning before widespread classroom adoption becomes normalized. Against this background, it is the purpose of this presentation to communicate the potential for VR to deliver stimulating collaborative information-gap activities that enhance the language learning experience within synthetic-immersive contexts. Specifically, the capabilities of the Oculus Quest self-contained VR headset will be outlined by disclosing the background, implementation, and results of a small-scale enquiry in which tertiary-level Japanese English language learning participants utilized VR to navigate the commercial software package Keep Talking & Nobody Explodes. Key findings indicate that the convergence of VR and non-ELL-originating game software constitutes a practical, digitally-mediated, information-gap intervention that, in keeping with the principles of constructivist inquiry, occasions learner autonomy, collaboration, and student-led resolution. More distinct to the VR method, however, is the presence of contextual learning that transports learners to situationally-relevant environments, and the accompanying sense of presence that allows them to experience temporary existence within this “world.” It is this condition of multi-modal learning that validates VR as an attractive and unique pedagogical instrument and an exciting focus for future investigation., 国際会議, 国際共著していないThe Usage of Virtual Reality During Information-gap EFL Activities[招待有り]口頭発表（一般）
- Kwansei Gakuin University School of Policy Studies Professional Development Conference, 2019年10月, 英語, Kwansei Gakuin University, Sanda, Hyogo, 日本国, Designing research studies is a complex and challenging process in both quantitative and qualitative inquiry. This process can become even more of a challenge when the researcher has decided to use a mixed-methods research (MMR) approach due to the inherent complexity in MMR designs. Consequently, this presentation will discuss the emergence of MMR as the ‘third paradigm’ in research; more specifically, the presentation will look to enhance participants’ understanding of various MMR typologies, including the convergent parallel, explanatory sequential, exploratory sequential, and embedded designs, and how they can be leveraged in different research contexts. Indeed, mixed methods researchers need to be acquainted with the salient MMR designs, when each design might be applied, and more importantly, the most effective strategy relating to their research intent. Each major design has its specific history, purpose, considerations, philosophical underpinnings, procedures, strengths, limitations, and variants. With an explicit acknowledgement that MMR is highly effective in educational research, it is hoped that this presentation equips researchers with the know-how to select and describe the MMR model best suited to address a stated problem in their teaching and/or research context., 国内会議, 国際共著していないStrategic Usage of Mixed Methods Research in Educational Research[招待有り]シンポジウム・ワークショップパネル（公募）
- ACIE2022年 - 現在
- The British Association for Japanese Studies2017年 - 現在
- The Korean TESOL Association2015年 - 現在
- The Korean Association of Multimedia-Assisted Language Learning2017年 - 2018年
- The Mirae English Language and Literature Association2015年 - 2018年
- 2012年03月06日 - 2012年10月30日, ソウル（韓国）, ソウル市政府でボランティアとして勤務し、恵まれない中学生に自主的に英語を指導しました。ボランティア英語教師
- 2008年10月20日 - 2010年07月30日, サンダーランド（英国）, 応用科学部および健康科学を代表し、高校生の大学入試対策を自主的に指導し、国際学生の大学生活への統合を支援しました。学生アンバサダー
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