The 1st Peace as a Global Language Conference Proceedings & Supplement

by T Newfields, Keiko Kikuchi, and Kazuya Asakawa

This work represents a record of some of the papers presented at a conference held on September 27 - 28, 2002 at the Daitou University Bunka Kaikan in Tokyo and also some creative works on the theme of peace and global issues. Six groups were involved in organizing this conference:

• Amnesty International (Group 78)


• Engaged Pedagogy Association


• Japan AIDS Prevention Awareness Network (JAPANetwork)


• Japan Environmental Exchange (JEE)


• New English Teachers' Association (Shin-Eiken)


• The Hague Appeal for Peace Global Campaign for Peace Education Japan (GCPEJ)


• The JALT Gender Awareness in Language Education Special Interest Group (GALE SIG)


• The JALT Global Issues in Language Education Special Interest Group (GILE SIG)


• Tokyo Progressive


• Women Educators and Language Learners (WELL)

The twenty-two papers in these proceedings cover a wide variety of themes concerning issues such as peace education, domestic violence, refugee problems, animal rights, and diversity education. At first such a broad selection of themes might seem unrelated, but if we probe deeply we will see how they are linked by a concern for the welfare of this planet. Though many of these works focus on foreign language education contexts, any person concerned about the status of this planet will find material to ponder in this word. The timing of this conference could not have been more appropriate: Anglo-American forces were engaged in saber-rattling in many parts of the world and the Bush administration had decided to ignore the Kyoto Protocols on global warming. Moreover in Japan, a conservative push to amend the Constitution, reintroduce the Kimigayo, and make teachers increasingly accountable to bureaucrats was in full swing. A synopsis of the major themes discussed in this work appears below.

• Joyce Deaton's opening essay considers ways of highlighting various social issues by video production and public access television. After describing the history of public media in the USA, she mentions some grassroots productions she has been involved in and concluded by considering ways to discuss alternative media themes in class.
  
  
• Next, an activity designed to promote diversity awareness is described by Tim Newfields. After explaining the rationale for using such an activity, two contrasting versions are mentioned.
  
  
• Alison Miyake then explores the interface between andragogy and pedagogy, suggesting that childrens' teachers can learn a lot by examining andragogic principles. She also points out how the democratic principles and home-schooling and cooperative learning are worth exploring in depth.
  
  
• After this, ways to foster empathy in language classrooms were considered by Jane Joritz-Nakagawa. The need for perspective taking was considered along with the potential value of exploring literary and non-fiction works.
  
  
• Chris Hunt then offers some comments on some conference presentations. Noting with irony how progressive content is often presented through regressive means, he underscored the need to overcome top-down, "banking" modes of instruction.
  
  
• Following this, Chris Summerville considers how to foster student-led discussions of global issues. A systematic way to select, research, and discuss topics is offered.



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• Chris Pitts then outlines how Amnesty International is helping defend human rights and mentions how one Amnesty International group in Tokyo has been growing.
  
  
• The interplay between gender and identity in educational contexts in Japan is examined by Roibeard O'Mochain. Pointing out the lack of research into the needs of LGBT teachers/students in Japan, he mentions some of the concepts underpinning current gender studies and concludes by mentioning how he is attempting conduct one gender research study.
  
  
• A series of practical classroom activities to promote peace, ameliorate stress, encourage humanistic values is then offered by Andrew E. Finch. Though a series of seventeen appendices, he shares ways to encourage collaborative learning, alternative assessment, and create positive learning environments.
  
  
• Fiona Eastley then presents ways to learn about refugee issues. In particular, she emphasizes the need overcome stereotypical images concerning refugees.
  
  
• After this, six poems and art works about peace by T Newfields are offered. The Japanese translation of these poems (available in .MP3 format) also appears.
  
  
• Following this, Ikeda Masumi and Kikuchi Keiko describe a Japanese association of foreign language teachers known as the Shin Eigo Kyoiku Kenkyu Kai [New English Teachers' Association]. After outlining the structure of this organization, they mention ways it has been actively promoting peace.
  
  
• As a change of pace, Chris Hunt offers two songs: one about the value of optimism and another (available in .MP3 format) about accepting diversity.
  
  
• Ways to get college students more interested in social issues by volunteering for NPOs is then considered by Karen Mattison Yabuno. She mentions, "Volunteering could make environmental problems more real to the students by experiencing them firsthand, and also give them a sense of empowerment by helping to solve some specific problems" and then outlines how a course with volunteer components was set up.
  
  
• The next two articles consider issues concern World Englishes. First, Charles Kowalski points out how English speakers around the world should be considered "full-ranking members of the English-speaking community". He outlines three principles which facilitate a more inclusive view of English and then mentions four ways to actively promote World Englishes. Kristofer Bayne, Yoshiko Usui, and Atsuko Watanabe then mention how part of a video communication course was adapted to help students learn more about ways that English used in places such as Hawaii, Africa, and Singapore. The importance of regarding English as not exclusively an Anglo-American possession was underscored.
  
  
• Next four articles in Japanese appear. First, Ikeda Masumi and Kikuchi Keiko provide a Japanese translation of their previous article about the Shin Eigo Kyoiku Kenkyu Kai (Shin-Eiken) organization. Fuji Tetsuo then briefly outlines how critical reading can promote analytical skills and media literacy. He emphasizes the need for readers to develop their library arts skills and become more information savvy. Murata Yoshiko then raises the issue of domestic violence (DV), mentioning resources to help prevent DV and aid DV victims. Causes of DV are also explored and the need for further DV education is emphasized. Kan Miki discusses an organization designed to promote international youth exchanges known as Life-Link. The importance of promoting global exchanges for friendship and peace was underscored, and a host of peace-related resources in Japan were mentioned.
  
  
• Finally, Kim Bradford-Watts considers innovative ways to environmental news clips. Using the "Free Willy" orca campaign as an example, she demonstrated how EFL students can begin to become more critically aware of an environmental topic or global concern. Her article provides an interesting compliment to the opening article in this CD-ROM.

Special thanks should go to Barbara Summerhawk, Jane Jortiz-Nakagawa, and Keiko Kikuchi for helping to organize the PGL1 event in Tokyo. Thanks should be also offered to the PGL2 Conference team who will carry on the legacy.

It should be noted that this version of the PGL1 CD-ROM differs from other earlier versions in the addition of pagination, a page index, and some Japanese poems. Many minor coding errors have been corrected in this revised edition.

Peace,

T Newfields, Keiko Kikuchi, and Kazuya Asakawa
PGL1 Proceedings & Supplement Co-editors
20 August 2004

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