Engagement in Language Policies and Practices with and for Vietnamese Minority Student Youth

Drawing on the recent call for repositioning youth as creative and responsible agents in language and education research (e. g., McCarty & Wyman, 2009) and the notion of engaged ethnography (e.g., Davis & Phyak, 2015), the researcher engaged 16 minority student youth in a remote mountainous province in Vietnam in interrogating the realities of the current language policies (LP) while working actively with them to give rise to effective and responsive LP transformations. Youth’s resistance to the current LP, their critical awareness of their linguistic wealth, and their comprehensive recommendations for LP improvements greatly affirm themselves as resourceful and responsible agents in decision-making and pedagogical revitalizations. This article calls for respecting and recognizing youth’s power, voices, and rights, and invites them to deconstruct educational policies to promote multilingualism and effective educational change. Towards this end, I discuss implications to promote youth engagement in language education policies and practices.     

Uncomfortable pedagogy: experiential learning as an anthropological encounter in the Asia-Pacific

This paper features a discussion of how educators can channel anthropological practices towards the enhancement of experiential learning (EL) teaching methods, particularly on the topic of religion across the Asia-Pacific. I argue that our capacity to achieve curricular objectives through EL calls for an attentiveness to the affinity between the empirical challenges confronted by ethnographers, who work to create rapport between researcher and subject, and classroom teachers who seek to cultivate a conducive learning environment beyond the classroom walls. I show the pedagogical implications of the ways anthropologists have operationalized their discipline’s “critical turn” by highlighting two experiential domains: (1) through activities of “uncomfortable” stereotype self-inventory and (2) through a dialogic pedagogy that pursues meaningful learning outcomes through the “struggle” to recognize inter-cultural and religious agency among students.     

THE JOURNALISTIC GUT FEELING

What goes on in editorial conferences and how do news journalists decide what is newsworthy? The journalistic “gut feeling” is an important part of the professional self-understanding of journalists and editors expressing how news judgements seem self-evident and self-explaining to the practitioners. This article presents an analysis of everyday news work drawing on the theoretical framework of Pierre Bourdieu and using ethnographic material from observations of editorial practices in a Danish television newsroom as a case study. The analytical concepts “journalistic doxa”, “news habitus” and “editorial capital” are put to empirical work on close-up observations of journalistic practices in editorial conferences and two types of news values are identified as part of the journalistic “gut feeling”: the explicit orthodox/heterodox news values which are part of the sphere of journalistic judgement, and the implicit, silent doxic news values which are part of the sphere of journalistic doxa. An important task for future studies of journalistic practice is to investigate the seemingly self-evident orthodox news values as well as making visible the doxic news values imbedded in journalistic practice.