A Prototype Twenty-First Century Class: A School-Wide Initiative to Engage the Digital Native

The Business of Leisure, the Leisure of Business

Reworking Japan ◽

10.7591/cornell/9781501753039.003.0004 ◽

2021 ◽

pp. 93-122

Author(s):

Nana Okura Gagné

Keyword(s):

Participant Observation ◽

First Century ◽

Economic Conditions ◽

Business Relationships ◽

Gender Ideologies ◽

Culture Of Care ◽

Class A ◽

Corporate Welfare ◽

Twenty First Century

This chapter explores the shifting yet resilient meanings and motivations of participating in corporate outings for workers in twenty-first-century Japan. It centers on hostess clubs that show how spaces continue to represent both the culture of care and business relationships in corporate Japan and the mediation of gender ideologies for workers facing the new pressures of neoliberalizing workplaces. It also draws on the participant observation of three hostess clubs in Ginza, such as the expensive Club Ai, the international club Class A, and the midrange Club Sumire. The chapter follows the narratives and experiences of salarymen and hostesses after work in the contexts of increasingly competitive economic conditions. It narrows spheres of corporate welfare and changing norms of gender and family in twenty-first-century Japan.

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Investigating Cultural Models of Technology and Literacy Integration in Pre-Service Teacher Education

Literacy Enrichment and Technology Integration in Pre-Service Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-4924-8.ch005 ◽

2014 ◽

pp. 75-90

Author(s):

Damiana Gibbons ◽

Theresa A. Redmond

Keyword(s):

Teacher Education ◽

First Century ◽

Pedagogical Beliefs ◽

Digital Native ◽

Media Technology ◽

New Literacy ◽

New Literacy Studies ◽

Pre Service Teacher Education ◽

Twenty First Century ◽

Pre Service Teacher

This chapter reports research from a larger study that investigates the complexities of preparing digital native students to become digital native teachers in a teacher education program at a large, southern university. Specifically, this chapter examines faculty instructors’ beliefs regarding technology and literacy integration in a required pre-service teacher education course. The authors address the challenges of teaching and learning in the twenty-first century with particular attention to issues of multiliteracies and technology integration in pre-service preparation. Using New Literacy Studies and discourse analysis, the authors analyze instructors’ discourse finding a culture of pedagogical beliefs that embodies an expansion of what media, technology, and literacy integration means in pre-service teacher education settings in the twenty-first century.

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