A Study on the Potential for Differential Pedagogy for Pre-service Teachers in Transnational Composition Classes

초록

This paper, utilizing philosophical/pedagogical inquiry based on autobiographical narrative as methodology, describes self-reflexively the transnational journey of a literary and composition teacher in higher education. This research uses autobiographical narratives as data to elucidate pedagogical questions about the necessity for and possibility of differential pedagogy when the English composition teacher becomes an ‘Other’ who teaches global and previously ignored issues to students who have not been exposed to such issues due to their locality and institutional obstacles. The paper explores the possibility of differential writing class as considered through the author’s teaching experience in Korea and the U.S. This paper opens up a rarely researched area in English education which allows a non-native English teacher to explore the meaning of transnational or trans-Pacific teaching experience and its implications for a globalized, differential classroom.

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