D Joseph Ernest Mambu Negotiationg the place Title
Negotiating the Place of Spirituality in English Language Teaching: A Case Study in an
Indonesian EFL Teacher Education Program
by
Joseph Ernest Mambu
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy
Approved November 2014 by the
Graduate Supervisory Committee:
Paul Kei Matsuda, Chair
Patricia Friedrich
Matthew T. Prior
ARIZONA STATE UNIVERSITY
December 2014
UMI Number: 3666495
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
UMI 3666495
Published by ProQuest LLC 201 . Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code.
ProQuest LLC
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, MI 48106-1346
ABSTRACT
This dissertation delves into EFL stakeholders’ understanding of spiritual
identities and power relations associated with these identities as performed in various
ELT contexts in an undergraduate EFL teacher education program at a Christian
university in Indonesia. This study is motivated by an ongoing debate over the place of
spirituality, especially Christianity, in ELT. In this project, religions are considered to be
windows through which one’s spirituality is viewed and expressed. Spiritually associated
relations of power indicate discrepancies due to positioning of one person committed to a
spiritual view in relation to those having similar or different spiritual views.
The purpose of exploring spiritually associated identities and power relations is to
provide empirical evidence which supports the following arguments. The integration of
spirituality in ELT, or lack thereof, can be problematic. More importantly, however,
spirituality can be enriching for some EFL teachers and students alike, and be presented
together with critical ELT.
To explore the complexity of power relations associated with some EFL
stakeholders’ spiritual identities, I analyzed data from classroom observations, four focus
group discussions from February to April 2014, and individual interviews with 23
teachers and students from February to September 2014. Findings showed that Christian
and non-Christian English teachers had nuanced views regarding the place of prayer in
ELT-related activities, professionalism in ELT, and ways of negotiating spiritually
associated power relations in ELT contexts. Students participating in this study
performed their spiritual identities in ways that can be perceived as problematic (e.g., by
i
being very dogmatic or evangelical) or self-reflexive. Classroom observations helped me
to see more clearly how Christian English teachers interacted with their students from
different religious backgrounds. In one class, a stimulating dialogue seemed to emerge
when a teacher accommodated both critical and religious views to be discussed.
This project culminates in my theorization of the praxis of critical spiritual
pedagogy in ELT. Central to this praxis are (a) raising the awareness of productive power
and power relations associated with spiritual identities; (b) learning how to use defiant
discourses in negotiating spiritually associated power relations; and (c) nurturing selfreflexivity critically and spiritually.
ii
DEDICATION
I dedicate this dissertation to my wife, Ella Victoria, and my son, Joel Rafa
Richelieu, who have accompanied me during my doctoral studies in the United States and
in Indonesia.
iii
ACKNOWLEDGMENTS
I am grateful to the Divine Being who has inspired me in this project and allowed
me to learn from great people at Arizona State University (ASU). First and foremost, I
would like to extend my sincere gratitude to Professor Paul Kei Matsuda for his guidance
since the first year of my doctoral studies, and especially for providing full support to me
in completing this dissertation. I really appreciate his valuable and constructive feedback
on a number of drafts of this dissertation. I am greatly privileged to have such a worldclass mentor, teacher, and dissertation chair whose advice is very essential throughout my
graduate studies at ASU and for the ongoing development of my professional career as an
English language teacher educator in Indonesia.
I would like to thank my dissertation committee members, Professor Patricia
Friedrich and Professor Matthew T. Prior for their encouragement and insightful
comments on my dissertation project. I acknowledge Professor Friedrich’s perspective on
critical applied linguistics. I am also indebted to Professor Prior for sharing with me very
useful works related to critical spiritual pedagogy in general education.
Special thanks to Professor Stephanie Vandrick at the University of San Fransisco
who read and provided very valuable feedback on an earlier draft of my first three
chapters of this dissertation when I was still doing fieldwork in Indonesia.
It would have been impossible for me to complete this project without voluntary
assistance from EFL teachers and students from Jawara Christian University (JCU). I
thank the rector, the dean, and the head of department at JCU for securing my access to
my research participants.
iv
Financial aids from Fulbright and DIKTI (i.e., the Indonesian Directorate General
of Higher Education) are worthy of mention. I really thank the U.S. and Indonesian
governments for helping me to accomplish my dream to study in the United States of
America.
I would like to extend my sincere thanks to these close friends: fellow Indonesian
Fulbrighters at ASU—Lusia Nurani, Made Eka, and Taufik Hidayah who have shared the
same apartments with me and cheered me up during difficult nights and days, especially
when I worked on my dissertation; my friends at Church on Mill—Todd and Amy Diehl,
Harry and Elizabeth Hahne, Kent and LeeAnne Hardy, and Roxanne Beasley, who have
prayed for me and helped me in many ways; my Graduate Christian Fellowship friends—
Jean Duerbeck and Bill Gentrup who have provided ample spiritual nutrients in many
Bible study sessions; and friends in ASU’s Department of English—Junghwa Kim and
Karen Foltz who have been tremendously kind to me, and Sarah Elizabeth Snyder for
very kindly helping me improve my dissertation. Any remaining errors are my own.
Last but not least, I am deeply grateful to my family. To my late father,
especially, who, until several hours before he passed away last May 11, 2014, still asked
me how I could be funded for my fourth year of my doctoral studies. My mother has also
been great in remembering me in her prayers. Thank you, Mom. I am glad to have Ella
Victoria as my wife who has oftentimes seen things I overlooked. Thank you, Dear. For
Joel Rafa Richelieu, my son, thank you for behaving so cutely. You were greatly missed
when I was in the United States, and you were in Indonesia.
v
TABLE OF CONTENTS
Page
LIST OF TABLES.....................................................................................................
xiv
LIST OF FIGURES...................................................................................................
xv
CHAPTER
1 INTRODUCTION..............................................................................
1
Unpacking Crucial Terms.............................................................
7
Identity......................................................................................
7
Power and Power Relations......................................................
8
Agency......................................................................................
10
Spirituality and Religion...........................................................
11
Problematization and Self-Reflexivity.....................................
17
Statement of Problem....................................................................
20
2 INVESTIGATING SPIRITUAL IDENTITIES IN ELT
THROUGH THE LENS OF CRITICAL SPIRITUAL
PEDAGOGY......................................................................................
26
Early Discussions about Christianity and Foreign/English
Language Education......................................................................
26
A Longstanding Debate Over (Covert) Proselytization................
28
“All Teachers Proselytize!” (Really?).....................................
29
Not All Christian English Teachers are Willing to
Proselytize, but... Aren’t They?..............................................
vi
30
CHAPTER
Page
The Conundrum of “Absolute Truths”.............................
32
A Self-Reflexive Stance on Proselytizing..............................
36
If Not about Proselytizing, then What?.........................................
38
Teaching Excellence and Professionalism..............................
38
Toward Interactional Dialogue and Beyond...........................
39
Personal Language Learning and Teaching Motivation.........
42
Entering a Christian-Based Educational Institution for One
Reason or Another..................................................................
43
Perpetuating “Colonial Legacy”............................................
43
A Transitory Conclusion.........................................................
44
Theoretical Framework.................................................................
45
Critical Spiritual Pedagogy.....................................................
45
Liberation Theology..........................................................
49
Critical Applied Linguistics Insights into Critical
Spiritual Pedagogy............................................................
51
Unpacking Power Relations even More.......................
51
Some Degree of Skepticism.........................................
53
Problematizing Emancipatory Modernism...................
53
Delving into Critical Moments.....................................
56
Language Teacher and Student Identity..................................
57
Social Identity Theory.......................................................
58
vii
CHAPTER
Page
Theory of Situated Learning.............................................
59
Identity as Image-Text (or Teacher Identity as
3
Pedagogy)..........................................................................
61
Synthesis...........................................................................
63
Conclusion....................................................................................
65
METHODS........................................................................................
67
Context..........................................................................................
68
Indonesia.................................................................................
68
A Christian University in Indonesia........................................
69
The Students in the EFL Teacher Education Program......
69
The Instructors in the EFL Teacher Education Program..
70
My Role in the EFL Teacher Education Program.............
70
Gaining Access to the Field..........................................................
72
Participants....................................................................................
75
Criteria for Selecting Participants...........................................
75
Recruitment Procedure............................................................
76
The Participants.......................................................................
78
Data Collection Methods..............................................................
83
Observations……………………………................................
83
Focus Group Discussions........................................................
86
Semi-Structured Interviews…................................................
86
viii
CHAPTER
Page
Collecting Relevant Documents……….................................
87
Data Analysis Procedure...............................................................
92
Transcribing Data....................................................................
92
Coding and Analyzing Themes...............................................
93
4 EFL TEACHERS’ UNDERSTANDING OF SPIRITUAL
IDENTITIES IN ELT CONTEXTS...................................................
96
To Pray or Not to Pray in Public...................................................
96
Being Professional........................................................................
100
Understanding Power Relations in ELT Contexts........................
103
Endorsing Character Education in ELT Contexts NonCoercively...............................................................................
107
Endorsing Character Education in ELT Contexts by being
Authoritative...........................................................................
116
Being Alert about Belonging to the Minority Groups: A Race-
5
Faith Interface...............................................................................
118
Witnessing about the Gospel........................................................
119
Conclusion....................................................................................
128
EFL TEACHERS’ REFLECTIONS ON THE INCORPORATION
OF SPIRITUALITY AND LIFE REALITIES INTO ELT
CLASSROOMS.................................................................................
130
Mustika’s Experience of Teaching about Discrimination.............
130
ix
CHAPTER
Page
Tim’s Experiences of Presenting Islam in Class...........................
133
Angela’s Experiences of Being Reflexive about Evangelism.......
138
Toward Problematizing “Liberal Multiculturalism” in ELT
6
Classrooms....................................................................................
144
Conclusion....................................................................................
150
EFL STUDENTS’ UNDERSTANDING OF SPIRITUALITY IN
ELT SETTINGS................................................................................
152
Defining and Performing Spirituality Dogmatically: Calantha’s
Case...............................................................................................
153
Defining and Performing Spirituality Evangelically: Monika’s
Case...............................................................................................
155
Performing Spirituality as Dialogue.............................................
166
An Additive Approach to Interfaith Dialogue: Karno’s
Case.........................................................................................
166
Being Less Fanatical: Ellie’s Case..........................................
171
Having an Interreligious Crush: Lucia’s Case........................
171
Reflecting on the Pronoun “him”: Lucia’s Case.....................
173
Spirituality in ELT: A Source of Motivation or Otherwise..........
175
Spirituality as a Source of Motivation to Learn English:
Ellie’s Case.............................................................................
x
175
CHAPTER
Page
Non-Shared of Spirituality as a Source of Bewilderment:
Ellie’s Report..........................................................................
176
Conclusion....................................................................................
177
7 EFL TEACHERS AND STUDENTS NEGOTIATING
SPIRITUALITY IN OBSERVED ELT CLASSROOMS OR
BEYOND............................................................................................
179
Some Degree of Self-Reflexivity when Discussing Religion and
Culture: Marty’s Case...................................................................
181
Narrative Analysis #1: British and Indonesian Garbagemen..
181
Narrative Analysis #2: Marty’s Evangelical Discourse..........
186
Dealing with Life Realities and Religious Dogmas......................
203
Being Relatively Closeted about One’s Own Religion:
8
Shinta’s Case...........................................................................
203
Initiating Intra- and Inter-faith Dialogue: Celeste’s Case.......
209
Teaching Students How to Read Logos Critically: Dika’s Case..
220
Conclusion....................................................................................
223
LOCALLY THEORIZING CRITICAL SPIRITUAL
PEDAGOGY: THE CASE OF ELT IN JCU....................................
225
Understanding the Local and the Indigenous in Theorizing
Critical Spiritual Pedagogy...........................................................
xi
225
CHAPTER
Page
Three Components of Critical Spiritual Pedagogy being Locally
Theorized......................................................................................
228
Understanding of Power and Power Relations Associated
with Spirituality in ELT..........................................................
229
Defiant Discourses Seen through Spiritual and Critical
Lenses......................................................................................
231
Self-Reflexivity Nurtured Spiritually and
Critically..................................................................................
237
Limitation of the Study.................................................................
244
Concluding Remarks.....................................................................
244
REFERENCES........................................................................................................
251
ENDNOTES.............................................................................................................
265
APPENDIX..............................................................................................................
268
A
OBSERVATION PROTOCOL………………...................................
268
B
FOCUS GROUP DISCUSSION PROTOCOL...................................
273
C
INTERVIEW PROTOCOLS...............................................................
277
D
LANGUAGE LEARNING (AND TEACHING) HISTORIES
GUIDELINE........................................................................................
E
F
281
COMPETENCIES RELATED TO CRITICAL AND SPIRITUAL
VALUES..............................................................................................
284
IRB APPROVAL………………........................................................
286
xii
APPENDIX
Page
G
SHORT CONSENT TEMPLATE.......................................................
H
THE RECAPITULATION OF THE 23 OBSERVED CLASS
SESSIONS...........................................................................................
I
312
ANGELA’S NARRATIVE #2: CHRISTIANITY IN THE
INTERMEDIATE WRITING CLASS...............................................
N
308
ANGELA’S NARRATIVE #1: CHRISTIANITY IN THE
AMERICAN CULTURE AND LITERATURE CLASS....................
M
304
MUSTIKA’S INTERPRETATION OF PHILLIS WHEATLEY’S
POEM..................................................................................................
L
298
A SAMPLE OF EMERGING THEMES: THE SECOND STAGE
OF CODING.......................................................................................
K
292
A SAMPLE OF EMERGING THEMES: THE FIRST STAGE OF
CODING..............................................................................................
J
289
317
MUR’S COMMENTS ON MARTY’S TALK IN
COMMUNICATION ACROSS CULTURES CLASS......................
320
O LUCIA’S POEM ENTITLED “SQUARES”........................................
323
P KARNO’S LANGUAGE LEARNING HISTORY..............................
326
Q ELLIE’S INTEREST IN SOCIAL (JUSTICE) ISSUES......................
330
R FIELD NOTES AND TRANSCRIBED DATA FROM DIKA’S
INTERMEDIATE READING CLASS ON FEBRUARY 13, 2014….
332
BIOGRAPHICAL SKETCH....................................................................................
336
xiii
LIST OF TABLES
Table
Page
1
Focal Participants....................................................................................
80
2
Non-Focal Participants............................................................................
82
3
Video-Recorded Classrooms...................................................................
88
4
Focus Group Discussions with Students.................................................
89
5
Focus Group Discussions with Lecturers................................................
89
6
Individual Interviews with Lecturers Who are Focal Participants..........
90
7
Individual Interviews with Lecturers Who are Not Focal Participants...
91
8
Individual Interviews with Students Who are Focal Participants...........
91
9
Interviews with Students Who are Not Focal Participants......................
92
xiv
LIST OF FIGURES
Figure
Page
1 Some Prompts of “Your Worldview” that Marty would like his
2
Students to Think Over...........................................................................
182
Marty’s PowerPoint Slide that Used Bahasa Indonesia........................
188
xv
Indonesian EFL Teacher Education Program
by
Joseph Ernest Mambu
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy
Approved November 2014 by the
Graduate Supervisory Committee:
Paul Kei Matsuda, Chair
Patricia Friedrich
Matthew T. Prior
ARIZONA STATE UNIVERSITY
December 2014
UMI Number: 3666495
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
UMI 3666495
Published by ProQuest LLC 201 . Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code.
ProQuest LLC
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, MI 48106-1346
ABSTRACT
This dissertation delves into EFL stakeholders’ understanding of spiritual
identities and power relations associated with these identities as performed in various
ELT contexts in an undergraduate EFL teacher education program at a Christian
university in Indonesia. This study is motivated by an ongoing debate over the place of
spirituality, especially Christianity, in ELT. In this project, religions are considered to be
windows through which one’s spirituality is viewed and expressed. Spiritually associated
relations of power indicate discrepancies due to positioning of one person committed to a
spiritual view in relation to those having similar or different spiritual views.
The purpose of exploring spiritually associated identities and power relations is to
provide empirical evidence which supports the following arguments. The integration of
spirituality in ELT, or lack thereof, can be problematic. More importantly, however,
spirituality can be enriching for some EFL teachers and students alike, and be presented
together with critical ELT.
To explore the complexity of power relations associated with some EFL
stakeholders’ spiritual identities, I analyzed data from classroom observations, four focus
group discussions from February to April 2014, and individual interviews with 23
teachers and students from February to September 2014. Findings showed that Christian
and non-Christian English teachers had nuanced views regarding the place of prayer in
ELT-related activities, professionalism in ELT, and ways of negotiating spiritually
associated power relations in ELT contexts. Students participating in this study
performed their spiritual identities in ways that can be perceived as problematic (e.g., by
i
being very dogmatic or evangelical) or self-reflexive. Classroom observations helped me
to see more clearly how Christian English teachers interacted with their students from
different religious backgrounds. In one class, a stimulating dialogue seemed to emerge
when a teacher accommodated both critical and religious views to be discussed.
This project culminates in my theorization of the praxis of critical spiritual
pedagogy in ELT. Central to this praxis are (a) raising the awareness of productive power
and power relations associated with spiritual identities; (b) learning how to use defiant
discourses in negotiating spiritually associated power relations; and (c) nurturing selfreflexivity critically and spiritually.
ii
DEDICATION
I dedicate this dissertation to my wife, Ella Victoria, and my son, Joel Rafa
Richelieu, who have accompanied me during my doctoral studies in the United States and
in Indonesia.
iii
ACKNOWLEDGMENTS
I am grateful to the Divine Being who has inspired me in this project and allowed
me to learn from great people at Arizona State University (ASU). First and foremost, I
would like to extend my sincere gratitude to Professor Paul Kei Matsuda for his guidance
since the first year of my doctoral studies, and especially for providing full support to me
in completing this dissertation. I really appreciate his valuable and constructive feedback
on a number of drafts of this dissertation. I am greatly privileged to have such a worldclass mentor, teacher, and dissertation chair whose advice is very essential throughout my
graduate studies at ASU and for the ongoing development of my professional career as an
English language teacher educator in Indonesia.
I would like to thank my dissertation committee members, Professor Patricia
Friedrich and Professor Matthew T. Prior for their encouragement and insightful
comments on my dissertation project. I acknowledge Professor Friedrich’s perspective on
critical applied linguistics. I am also indebted to Professor Prior for sharing with me very
useful works related to critical spiritual pedagogy in general education.
Special thanks to Professor Stephanie Vandrick at the University of San Fransisco
who read and provided very valuable feedback on an earlier draft of my first three
chapters of this dissertation when I was still doing fieldwork in Indonesia.
It would have been impossible for me to complete this project without voluntary
assistance from EFL teachers and students from Jawara Christian University (JCU). I
thank the rector, the dean, and the head of department at JCU for securing my access to
my research participants.
iv
Financial aids from Fulbright and DIKTI (i.e., the Indonesian Directorate General
of Higher Education) are worthy of mention. I really thank the U.S. and Indonesian
governments for helping me to accomplish my dream to study in the United States of
America.
I would like to extend my sincere thanks to these close friends: fellow Indonesian
Fulbrighters at ASU—Lusia Nurani, Made Eka, and Taufik Hidayah who have shared the
same apartments with me and cheered me up during difficult nights and days, especially
when I worked on my dissertation; my friends at Church on Mill—Todd and Amy Diehl,
Harry and Elizabeth Hahne, Kent and LeeAnne Hardy, and Roxanne Beasley, who have
prayed for me and helped me in many ways; my Graduate Christian Fellowship friends—
Jean Duerbeck and Bill Gentrup who have provided ample spiritual nutrients in many
Bible study sessions; and friends in ASU’s Department of English—Junghwa Kim and
Karen Foltz who have been tremendously kind to me, and Sarah Elizabeth Snyder for
very kindly helping me improve my dissertation. Any remaining errors are my own.
Last but not least, I am deeply grateful to my family. To my late father,
especially, who, until several hours before he passed away last May 11, 2014, still asked
me how I could be funded for my fourth year of my doctoral studies. My mother has also
been great in remembering me in her prayers. Thank you, Mom. I am glad to have Ella
Victoria as my wife who has oftentimes seen things I overlooked. Thank you, Dear. For
Joel Rafa Richelieu, my son, thank you for behaving so cutely. You were greatly missed
when I was in the United States, and you were in Indonesia.
v
TABLE OF CONTENTS
Page
LIST OF TABLES.....................................................................................................
xiv
LIST OF FIGURES...................................................................................................
xv
CHAPTER
1 INTRODUCTION..............................................................................
1
Unpacking Crucial Terms.............................................................
7
Identity......................................................................................
7
Power and Power Relations......................................................
8
Agency......................................................................................
10
Spirituality and Religion...........................................................
11
Problematization and Self-Reflexivity.....................................
17
Statement of Problem....................................................................
20
2 INVESTIGATING SPIRITUAL IDENTITIES IN ELT
THROUGH THE LENS OF CRITICAL SPIRITUAL
PEDAGOGY......................................................................................
26
Early Discussions about Christianity and Foreign/English
Language Education......................................................................
26
A Longstanding Debate Over (Covert) Proselytization................
28
“All Teachers Proselytize!” (Really?).....................................
29
Not All Christian English Teachers are Willing to
Proselytize, but... Aren’t They?..............................................
vi
30
CHAPTER
Page
The Conundrum of “Absolute Truths”.............................
32
A Self-Reflexive Stance on Proselytizing..............................
36
If Not about Proselytizing, then What?.........................................
38
Teaching Excellence and Professionalism..............................
38
Toward Interactional Dialogue and Beyond...........................
39
Personal Language Learning and Teaching Motivation.........
42
Entering a Christian-Based Educational Institution for One
Reason or Another..................................................................
43
Perpetuating “Colonial Legacy”............................................
43
A Transitory Conclusion.........................................................
44
Theoretical Framework.................................................................
45
Critical Spiritual Pedagogy.....................................................
45
Liberation Theology..........................................................
49
Critical Applied Linguistics Insights into Critical
Spiritual Pedagogy............................................................
51
Unpacking Power Relations even More.......................
51
Some Degree of Skepticism.........................................
53
Problematizing Emancipatory Modernism...................
53
Delving into Critical Moments.....................................
56
Language Teacher and Student Identity..................................
57
Social Identity Theory.......................................................
58
vii
CHAPTER
Page
Theory of Situated Learning.............................................
59
Identity as Image-Text (or Teacher Identity as
3
Pedagogy)..........................................................................
61
Synthesis...........................................................................
63
Conclusion....................................................................................
65
METHODS........................................................................................
67
Context..........................................................................................
68
Indonesia.................................................................................
68
A Christian University in Indonesia........................................
69
The Students in the EFL Teacher Education Program......
69
The Instructors in the EFL Teacher Education Program..
70
My Role in the EFL Teacher Education Program.............
70
Gaining Access to the Field..........................................................
72
Participants....................................................................................
75
Criteria for Selecting Participants...........................................
75
Recruitment Procedure............................................................
76
The Participants.......................................................................
78
Data Collection Methods..............................................................
83
Observations……………………………................................
83
Focus Group Discussions........................................................
86
Semi-Structured Interviews…................................................
86
viii
CHAPTER
Page
Collecting Relevant Documents……….................................
87
Data Analysis Procedure...............................................................
92
Transcribing Data....................................................................
92
Coding and Analyzing Themes...............................................
93
4 EFL TEACHERS’ UNDERSTANDING OF SPIRITUAL
IDENTITIES IN ELT CONTEXTS...................................................
96
To Pray or Not to Pray in Public...................................................
96
Being Professional........................................................................
100
Understanding Power Relations in ELT Contexts........................
103
Endorsing Character Education in ELT Contexts NonCoercively...............................................................................
107
Endorsing Character Education in ELT Contexts by being
Authoritative...........................................................................
116
Being Alert about Belonging to the Minority Groups: A Race-
5
Faith Interface...............................................................................
118
Witnessing about the Gospel........................................................
119
Conclusion....................................................................................
128
EFL TEACHERS’ REFLECTIONS ON THE INCORPORATION
OF SPIRITUALITY AND LIFE REALITIES INTO ELT
CLASSROOMS.................................................................................
130
Mustika’s Experience of Teaching about Discrimination.............
130
ix
CHAPTER
Page
Tim’s Experiences of Presenting Islam in Class...........................
133
Angela’s Experiences of Being Reflexive about Evangelism.......
138
Toward Problematizing “Liberal Multiculturalism” in ELT
6
Classrooms....................................................................................
144
Conclusion....................................................................................
150
EFL STUDENTS’ UNDERSTANDING OF SPIRITUALITY IN
ELT SETTINGS................................................................................
152
Defining and Performing Spirituality Dogmatically: Calantha’s
Case...............................................................................................
153
Defining and Performing Spirituality Evangelically: Monika’s
Case...............................................................................................
155
Performing Spirituality as Dialogue.............................................
166
An Additive Approach to Interfaith Dialogue: Karno’s
Case.........................................................................................
166
Being Less Fanatical: Ellie’s Case..........................................
171
Having an Interreligious Crush: Lucia’s Case........................
171
Reflecting on the Pronoun “him”: Lucia’s Case.....................
173
Spirituality in ELT: A Source of Motivation or Otherwise..........
175
Spirituality as a Source of Motivation to Learn English:
Ellie’s Case.............................................................................
x
175
CHAPTER
Page
Non-Shared of Spirituality as a Source of Bewilderment:
Ellie’s Report..........................................................................
176
Conclusion....................................................................................
177
7 EFL TEACHERS AND STUDENTS NEGOTIATING
SPIRITUALITY IN OBSERVED ELT CLASSROOMS OR
BEYOND............................................................................................
179
Some Degree of Self-Reflexivity when Discussing Religion and
Culture: Marty’s Case...................................................................
181
Narrative Analysis #1: British and Indonesian Garbagemen..
181
Narrative Analysis #2: Marty’s Evangelical Discourse..........
186
Dealing with Life Realities and Religious Dogmas......................
203
Being Relatively Closeted about One’s Own Religion:
8
Shinta’s Case...........................................................................
203
Initiating Intra- and Inter-faith Dialogue: Celeste’s Case.......
209
Teaching Students How to Read Logos Critically: Dika’s Case..
220
Conclusion....................................................................................
223
LOCALLY THEORIZING CRITICAL SPIRITUAL
PEDAGOGY: THE CASE OF ELT IN JCU....................................
225
Understanding the Local and the Indigenous in Theorizing
Critical Spiritual Pedagogy...........................................................
xi
225
CHAPTER
Page
Three Components of Critical Spiritual Pedagogy being Locally
Theorized......................................................................................
228
Understanding of Power and Power Relations Associated
with Spirituality in ELT..........................................................
229
Defiant Discourses Seen through Spiritual and Critical
Lenses......................................................................................
231
Self-Reflexivity Nurtured Spiritually and
Critically..................................................................................
237
Limitation of the Study.................................................................
244
Concluding Remarks.....................................................................
244
REFERENCES........................................................................................................
251
ENDNOTES.............................................................................................................
265
APPENDIX..............................................................................................................
268
A
OBSERVATION PROTOCOL………………...................................
268
B
FOCUS GROUP DISCUSSION PROTOCOL...................................
273
C
INTERVIEW PROTOCOLS...............................................................
277
D
LANGUAGE LEARNING (AND TEACHING) HISTORIES
GUIDELINE........................................................................................
E
F
281
COMPETENCIES RELATED TO CRITICAL AND SPIRITUAL
VALUES..............................................................................................
284
IRB APPROVAL………………........................................................
286
xii
APPENDIX
Page
G
SHORT CONSENT TEMPLATE.......................................................
H
THE RECAPITULATION OF THE 23 OBSERVED CLASS
SESSIONS...........................................................................................
I
312
ANGELA’S NARRATIVE #2: CHRISTIANITY IN THE
INTERMEDIATE WRITING CLASS...............................................
N
308
ANGELA’S NARRATIVE #1: CHRISTIANITY IN THE
AMERICAN CULTURE AND LITERATURE CLASS....................
M
304
MUSTIKA’S INTERPRETATION OF PHILLIS WHEATLEY’S
POEM..................................................................................................
L
298
A SAMPLE OF EMERGING THEMES: THE SECOND STAGE
OF CODING.......................................................................................
K
292
A SAMPLE OF EMERGING THEMES: THE FIRST STAGE OF
CODING..............................................................................................
J
289
317
MUR’S COMMENTS ON MARTY’S TALK IN
COMMUNICATION ACROSS CULTURES CLASS......................
320
O LUCIA’S POEM ENTITLED “SQUARES”........................................
323
P KARNO’S LANGUAGE LEARNING HISTORY..............................
326
Q ELLIE’S INTEREST IN SOCIAL (JUSTICE) ISSUES......................
330
R FIELD NOTES AND TRANSCRIBED DATA FROM DIKA’S
INTERMEDIATE READING CLASS ON FEBRUARY 13, 2014….
332
BIOGRAPHICAL SKETCH....................................................................................
336
xiii
LIST OF TABLES
Table
Page
1
Focal Participants....................................................................................
80
2
Non-Focal Participants............................................................................
82
3
Video-Recorded Classrooms...................................................................
88
4
Focus Group Discussions with Students.................................................
89
5
Focus Group Discussions with Lecturers................................................
89
6
Individual Interviews with Lecturers Who are Focal Participants..........
90
7
Individual Interviews with Lecturers Who are Not Focal Participants...
91
8
Individual Interviews with Students Who are Focal Participants...........
91
9
Interviews with Students Who are Not Focal Participants......................
92
xiv
LIST OF FIGURES
Figure
Page
1 Some Prompts of “Your Worldview” that Marty would like his
2
Students to Think Over...........................................................................
182
Marty’s PowerPoint Slide that Used Bahasa Indonesia........................
188
xv