Exploring Haiku as a Culturally Responsive Teaching Method for Japanese Preservice Teachers' Critical Reflection

• In Event: Facilitating Responsive and Competent Multicultural Pedagogies Through Self-Study

Abstract

This art-based self-study explores how I used Haiku in a self-study workshop at a Japanese teacher training college. The purpose is to encourage preservice teachers’ critical reflection through Haiku as one step in conducting self-study practice. My aim is to examine how Haiku is an effective method when introducing an essence of self-study. Critical pedagogy frameworks my study and artful memory-work inspires my design. Haiku pieces were categorized under five themes with qualitative analysis: Ambiguity, vulnerability, motivation, efforts and positiveness. All participants agreed that Haiku is a culturally responsive method to their critical reflection. However, as a self-study researcher, I discovered that I need to appreciate participants’ achievement through artifacts and liberate myself from the pressure of the systematic analysis.

Author

• Megumi Nishida, University of Iceland