Participation, (Dis-)Identification, and Japanese University Entrance Exams

An autobiographical narrative focuses on Murphey's changing stance towards entrance examination practices at a Japanese university, culminating in his resignation from a tenured faculty position there. The developmental history of Murphey's identity formation is recounted to clarify his co...

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Bibliographic Details
Published in:	TESOL quarterly 2004-12, Vol.38 (4), p.700-710
Main Author:	MURPHEY, TIM
Format:	Article
Language:	eng
Subjects:	assessment College entrance examinations College instruction Communities English language testing High school students Japan Japanese culture Language teachers Learning Secondary school teachers Teachers teaching of language The Forum Universities
Online Access:	Get full text
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Summary:	An autobiographical narrative focuses on Murphey's changing stance towards entrance examination practices at a Japanese university, culminating in his resignation from a tenured faculty position there. The developmental history of Murphey's identity formation is recounted to clarify his construction of personal identities within the communities of practice that intersected at the university; particular attention is given to Murphey's attempts to suggest changes in the structure & evaluation of the entrance examination, especially to increase the weight of listening questions. Murphey's subjective perception of "dis-identification" with examination practices is aligned with nonparticipation in the sense of D. Hodges (1998), & Murphey's appropriation of students' voices & experiences is characterized in terms of M. Tappan's (2000) description of the Bakhtinian notion of ideological becoming. 43 References. J. Hitchcock
ISSN:	0039-8322 1545-7249 1545-7249