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Posthumanism and Cross-species Becoming in Zhuang Zi

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Quan Wang

Professor of English and Comparative Literature, English Department, Beihang University, Xueyuan Rd 37, Haidian District, Beijing, 100191, PR of China. Email: wangquanheming@126.com

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages 1-18.  https://doi.org/10.21659/rupkatha.v14n2.28

First published: June 30, 2022 | Area: Posthumanism | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
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Abstract

Posthumanism offers a fresh perspective to reconstructing productive relationships between human and non-human beings, but the prospect of posthumanist egalitarianism has its deficiency. Zhuang Zi’s concept of “cross-species becoming” is an edifying alternative: its monistic ontology resolves the contradiction of binary oppositions, its transversal subject replaces the enfolded self, and its integration of “equality of things” with becoming paves the way for egalitarian existence. Diachronically, “cross-species becoming” reflects cosmic development, the existence of zero boundary and fluid boundary. Rigid boundary corresponds to different stages of becoming. Synchronically, “cross-species becoming” interacts with myriad things to produce a polymorphic existence that is analyzed from three aspects: its definition, conditions, and manifestations. Zhuang Zi’s concept of “cross-species becoming” and posthumanism theory complement each other; together, they aspire us to reconstruct relationships between human and non-human species.    

Keywords: Posthumanism, Cross-species Becoming, Zhuang Zi, Equality, Animal Agency

  1. Introduction

There is an affinity between Daoism and environmental protection. We are living in an anthropocentric world and consciously or unconsciously, we assume the centrality of human beings and employ human standards to evaluate everything. Nature, in this view, is considered meaningful only when it relates to human life. This anthropocentric exploitation of natural resources results in environmental deterioration and compels people to self-reflect. Daoism seems to be a promising solution to the environmental crisis. In 1998, scholars held an international conference to engage in serious discussions on the relationship between “Daoism and Ecology” at Harvard University. Roger Ames maintains that we should start building a Daoist world through our “full contribution at home in the local and the focal relationships,” then make gradual expansions (2001: 279). Russell Kirkland regards “responsible Non-action” as a salutary moral compass to restrain human activities and let nature unfold (2001: 289). Chi-Tim Lai (2001) argues that the cosmological interdependence of “Heaven, Earth and humanity” in Daoism could reorient our attitude toward nature (96). “Thinking Ecologically,” a special journal issue devoted to the topic, continues the discussion on “Daoism and Ecology.” Unlike anthropocentrism, eco-centrism, as an alternative, endeavors to remove human beings from “the center of the moral universe.” It asserts that “the natural world has intrinsic value independent of human existence and employment” (Yao 2017: 192). Eco-centrism claims nature’s own right and value, but it also produces a new question: “why are we humans morally responsible for protecting the environment?” (192) Scholars have responded with different answers. Gao Shan proposes “place-based environmental ethics” (Gao 2017: 232). However, individuals are often attached to a certain place and Gao’s provincial approach cannot provide the basis for global environmental ethics. Bo R. Meinertsen contends that “gratitude to nature” goes beyond local attachment and forms the foundation of “global environmental ethics” (2017: 216). Yang Tongjin reads environmental ethics as an identity crisis and recommends two interconnected approaches: “moral philosophy” to reorient human relationships with nature, and “applied ethics” to enhance people’s environmental awareness and take initiatives to protect nature (2017: 200). An examination of these eco-centric ethics, however, reveals their buried anthropocentric roots: human condescension and their projection of privilege onto things. Eric Sean Nelson advises us to shift our attention from the values of things to things themselves. “This listening and responding to the innumerable beings of this world constitutes an ‘ethics of things’” (Nelson 2009: 297). James Miller further consolidates these ideas. Unlike the biblical notion of the divine being who is responsible for the creation of all things, Daoism maintains that “the value of a thing consists in the process of transformation that is inherent in its own process of being” (Miller 2006: 6).

Both Nelson and Miller make great progress in shifting the focus from human beings to things, yet they have left some crucial questions unanswered: do things have agency? If they do, what are the manifestations of nonhuman agency? How does the will of human beings interact with (the agency of) things? Scholars have answered the latter question in different ways. Nelson contends that human beings should adopt “non-activity” or “non-coercive activity” to accommodate things.[i] Joanna Guzowska goes a step further and accentuates the importance of the spatiality of cognition in Zhuang Zi. Spatial cognition “allows the agent to orient him or herself in an environment” and bestows on the self a “radical openness and infinite fecundity” (416-7). Instead of “fullness,” Joanna Guzowska also maintains, that one should choose “emptiness” to be open to “the impact of the environment, novelty, and change” (Guzowska 2015: 422). In fact, Guzowaska’s productive idea of space turns out merely to be a metaphor. James Miller goes beyond current constraints and emphasizes the “fluid interchange between the body and its environment,” such as qi, saliva, semen, and menstrual blood (10), while water is the connecting medium of “three life-forms: humans, animals, plants” (Miller 2006: 11). Despite their insightful foci, these scholars maintain the binary opposition between self and other, humans and things. Can we cross the boundary between humans and things? How do species’ boundaries come into existence in the first place? What is Zhuang Zi’s philosophy regarding these issues?

To provide tentative answers to the above-mentioned questions, the present study adopts a posthumanist perspective to examine The Zhuang Zi. Posthumanism, a recent intellectual trend in the 21st century, comprises three main branches: “becoming-animals, becoming-earth, and becoming-machine” (Braidotti 2013: 66). Despite their different emphases, these share certain posthumanist tenets: the decentering of anthropocentrism, species equality, and non-human agency. According to Philip Armstrong, one of the missions of posthumanism is to establish “a complex and widely dispersed network of actants, both human and other-than-human” (Armstrong 2008: 196). Posthumanism not only becomes an effective methodology to investigate nonhuman agency in The Zhuang Zi systematically; it also suggests an enlightening concept of “becoming” in its elusive description, which unfortunately stops short of further development. Given this deficiency, Zhuang Zi’s idea of “wuhua” (cross-species becoming) becomes a useful supplement to posthumanism. But cross-species becoming is more than just a supplement: it constitutes the underlying philosophy of posthumanism. If we regard anthropocentric decentering, the parity of things, and nonhuman agency as manifest content, then cross-species becoming is latent content. Some critics might argue against applying a new theory to the interpretation of ancient Chinese texts. Posthumanism is a new theory of the 21st century; however, the question posthumanism aims to address is nothing new. It is “a continuation of a long tradition of reflection … on the relationship between nature and culture” and “a rethinking of the human position in nature” (Yao 2017: 191). Posthumanism provides a systematic methodology with which to explore The Zhuang Zi and to illuminate many neglected ideas in this Daoist masterpiece, especially nonhuman agency. At the same time, Zhuang Zi’s cross-species becoming provides an ontological foundation for posthumanism. In the cosmos of Zhuang Zi, things have undergone three stages, namely, zero boundary, fluid boundary and rigid boundary, and they are connected by cross-species becoming. Therefore, cross-species becoming and posthumanism complement each other and represent a unified whole. The present study argues (1) that Zhuang Zi’s idea of wuhua (??), translated as “cross-species becoming,” can be interpreted as a form of environmental ethics with distinctive cosmology and epistemology, and (2) that the ethics in (1) can serve as a supplement or even foundation to posthumanism. The first section of the paper situates cross-species becoming within the broad framework of Zhuang Zi’s cosmos. This is followed by an examination of the relationship between posthumanism and cross-species becoming in terms of definition, conditions, and manifestations.

  1. The Cosmos in Zhuang Zi

A preliminary investigation of Zhuang’s concept of cosmos is indispensable for comprehending “cross-species becoming.” For Zhuang Zi, there are three stages of cosmic development, the first being the creation of things: “some of them [the men of ancient times] believed that things have never existed.” Zhuang Zi continues to elaborate on the process from nothingness to the appearance of things: “Those at the next stage thought that things exist but recognized no boundaries among them” (Zhuang 1968: 41). At this initial phase, things come into existence, however, they refuse fixed demarcations and embrace the fluidity of constant becoming. The second stage is the emergence of human beings. “Those at the next stage thought there were boundaries but recognized no right and wrong” (41). The assessment criteria of “right and wrong” indicate the arrival of humans in the world, when men join myriads of things and become equal members of plural species on the earth. Without the procrustean bed of “right and wrong,” each species, including human beings, gradually formulates its own boundary, enjoys equal status with others, and keeps open the potential of becoming. The third stage is anthropocentric domination. “Because right and wrong appeared, the Way was injured, and because the Way was injured, love became complete. But do such things as completion and injury really exist, or do they not?” (41). With evaluation standards of “right and wrong,” human beings have established a hierarchy of the world and occupy the central place on the earth. Their likes and dislikes further categorize things into various divisions and consolidate ranking systems.

The three stages, in the philosophy of Zhuang Zi, are a factual report of cosmic development, but they also refer to levels of human cognition.[ii] Despite the sagaciousness of the ancient sages, there are variations in their intellectual cultivation. “Some of them” believed in the original nonexistence of things, “those at the next stage” recognized the existence of things without separating boundaries, and other masters acknowledged boundaries but denied intrinsic attributes of “right and wrong” (Zhuang 1968: 41). Zhuang Zi skillfully integrates external cosmos with the human world and leaves ample room for intellectual advancement.

The inaugural chapter of The Zhuang Zi illustrates the cosmic development with attractive stories. The title of the chapter, “Free and Easy Wandering,” captures an unobstructed flow of becoming. The beginning tale of “fish-bird transformation” exemplifies a constant process of changing:

In the Northern Darkness there exists a fish and his name is K’un. The K’un is so huge there is no knowing how many li he measures. He changes and becomes a bird whose name is P’eng. The back of P’eng measures there is no knowing how many thousand li across and, when he rises up and flies off, his wings are like clouds all over the sky. (Zhuang 1968: 29)

Unlike its English counterpart, the original Chinese verb, “?” (exist) in “????,” has no specific tense. The original story omits the time dimension, unlike the record in The Universal Harmony which refers to figures in history (T’ang the first emperor of the Shang dynasty and his minister Chi). The fish in the Northern Darkness is ceaselessly becoming, not only in the usual sense of homeomorphic growth but also in the sense of heteromorphic transformation. As mentioned previously, the absence of categorical boundaries is a feature of the first phase. The tiniest roe first metamorphoses into a gigantic fish, then the fish transforms itself into an enormous bird, and the bird is launching a journey to the Southern Lake: “When the sea begins to move, the bird sets off for the southern darkness, which is the lake of Heaven” (29). The fish-bird transformation concretizes Zhuang Zi’s idea of becoming: since everything is the process of cross-species becoming, all things in nature are interconnecting with each other, formulating a symbiotic existence. In a vertical manner, the fish/bird entangles itself with the storming ocean tides, soars from the bottom of the sea into the empyrean, and clouds the land with its immense wings. If the fish/bird links together the ocean, land and sky on a vertical dimension, its flight from the Northern Darkness to the Southern Darkness connect two polar regions on a horizontal level. The Northern Lake and Southern Lake symbolize polarized geographical spaces in Chinese philosophy; therefore, the arduous journey connects these two extremes and unifies the incompatible into a symbiotic existence.

The recording of The Universal Harmony delineates three characteristics of the second stage: wonder, plurality, and transformation. First, human beings are open-minded to the wonder of nature. Long before the appearance of mankind, there had been a world of animals, trees, and oceans on the earth. When human beings came into the world, they became a member of the things on the earth. The Universal Harmony is an account of initial human encounters with the “marvelous world.” Although “marvelous” is used to indicate phenomena that go beyond the ambit of human comprehension, human beings acknowledge their ignorance and remain open-minded to appreciate and admire natural wonders. “South of Ch’u there is a caterpillar which counts five hundred years as one spring and five hundred years as one autumn” (Zhuang 1968: 30). If the lifespan of the magic animal astonishes mankind, the longevity of an incredible rose completely transcends human comprehensibility: “Long, long ago there was a great rose of Sharon that counted eight thousand years as one spring and eight thousand years as one autumn” (30). In contrast, the longest human lifespan is eight hundred years: “Now Progenitor P’eng is famous for his more than seven hundred years of longevity.” If mankind chooses human criterion as the universal standard to measure other species, or as the solo valid yardstick, it would be “pathetic” (30). This naturally leads to our discussion of the next point.

Another trait of the second stage is the plurality of species criteria: each species has unique organs to perceive the world, and therefore each of them experiences reality in a special way. The absence of “right and wrong” legitimizes the validity of multiple species standards. Mankind looks up to the sky and perceives its color to be blue; however, a bird that perceives the empyrean with aviary organs might have a different impression. As Zhuang Zi writes, “The sky looks very blue” to human beings, but “is azure the true color of the sky?” Zhuang Zi’s thought-provoking question compels us to detach ourselves from the monopoly of human experience and re-examine the simple fact from an aviary perspective. The following considerations consolidate this interpretation: if mankind could only look up to the sky from the ground, what is the possible view for a gigantic bird who is soaring at the “height of ninety thousand li” in space? “When the P’eng looks down at the sky from above, it must appear just the same as when we look up” (Zhuang 1994: 4). The speculative mood of “must appear” evinces human eagerness to experience the world from the bird’s vision and embraces the plurality of species criteria. Zhuang Zi artistically employs polarized perspectives of up and down to accentuate the disparity between species and then celebrates the richness of the world brought about by species diversity.

The third attribute is “cross-species becoming.” The Universal Harmony retains the fish-bird transformation and keeps open the potential of cross-species becoming. In the previous stage, “there is no knowing how many thousand li” the huge bird measures. Now, mankind endeavors to comprehend the unknown creature: “When the P’eng journeys to the southern darkness, the waters are roiled for three thousand li. He beats the whirlwind and rises ninety thousand li, setting off the sixth-month gale” (Zhuang 1968: 29). Three in Zhuang Zi’s cosmology symbolizes the perfect order of the primordial world. In chapter seven, before the creation of the world, there are three emperors who live in great harmony. The emperor of the Central Region, Chaos, unifies the emperors of two polarized areas (the South Sea and North Sea) into the primordial oneness, which resembles the Southern and Northern Lake in the current situation. The number three links the duality together and simultaneously preconditions the creation of the world and the multiplication of myriad things. This is an accurate depiction of things with boundaries: things have formulated their categorical perimeters yet their propensity for cross-species becoming remains open. If three represents a perfect order, three?three, nine,[iii] symbolizes the perfection of perfection. Nine indicates “completion or wholeness — in a sense, a return to the primordial condition of one” (Girardot 1978: 33). In this specific context, the bird’s soaring distance of ninety thousand li connects ocean, land and sky into a unity, and mobilizes all surrounding things into a dynamic whole. The “galloping gusts and motes of dust” as well as “the breath of living organisms,” all become interconnected and formulate a symbiotic existence (Zhuang 1994: 3). The vacancy of the ethical judgment of “right and wrong” enables myriad things to coexist in an equal and peaceful way, as indicated by the title of the book, The Universal Harmony. However, the situation gradually changes as men move into political society.

The third stage is anthropocentric domination. In the evolutionary process, human beings learn to organize themselves to hunt animals and divide labor for agriculture. These social organizations allow them not only to become more competitive in nature and occupy the centrality of the earth but also to establish civilized societies with political systems that guarantee human superiority to nonhuman counterparts. Anthropocene, according to Paul Crutzen, comes after “the Holocene” and refers to the “human-dominated, geological epoch” (Crutzen 2002: 23). Scholars have since expanded the meaning of Anthropocene to embrace a series of cultural clusters in which human beings play a pivotal role in their escalating influence on surrounding things. “A question put by T’ang, the first emperor of the Shang dynasty, to his wise minister Chi is similar.” Zhuang Zi synchronizes anthropocentrism with political society. In the anthropocentric account, the fish-bird story undergoes a significant alteration:

“In the barren north, there is a dark sea, the Lake of Heaven. In the sea, there is a fish named K’un that is several thousand li in breadth, but no one knows its length. There is also a bird named P’eng, whose back is like Mount T’ai” (Zhuang 1994: 4).

In this version of the story, the fish’s cross-species becoming into the bird has been blocked or deliberately eliminated. Instead, we have two separate and distinctive species: “there is a fish” and “there is also a bird.” In addition, the enormous bird is anthropomorphized into familiar human terms “whose back is like Mount T’ai.”

The miraculous bird is being contained unperceivably into human knowledge. In previous stages, the P’eng bird had its volition to travel to the southern lake: it beat the water, rose to the sky, and initialized a series of actions to achieve the goal. The animal had agency and its marvelous deed paralyzed even human comprehension. In contrast, the independent bird in the anthropocentric account loses agency and becomes a metaphor to illustrate human life.

“A marsh sparrow laughs at the P’eng, saying, ‘Where does he think he’s going? I spring up into the air and come back down after not much more than a few yards. Flitting about amidst the bushes and brambles is the ultimate in flying! So where does he think he’s going?”

The gigantic P’eng now becomes a foil, or even a laughing stock, to the little sparrow. The beginning of “where does he think he’s going” reverberates the end of the monologue and shifts the tone from respect to that of disdain. The sublimity of animal feat fades away and the animal becomes a fable to teach human lessons. The allegory of the P’eng and the sparrow “shows the difference between the great and the small” (Zhuang 1994: 5). Animal metaphors are anthropocentric in nature, for they deprive animals of agency and renders non-human species into empty vessels for human imagination.[iv]

The establishment of evaluative measures (“the great and small”), along with the acknowledgement of “right and wrong,” naturally leads to the institution of ranking systems. “Thus there are those whose knowledge qualifies them for an office, those whose conduct is suitable for overseeing a village, and those whose virtue befits them for rulership and who can win the confidence of an entire country” (Zhuang 1994: 5). Indeed, men build up a system of rating in almost every scenario. Within human society, the king represents the Olympic height; within species on the earth, mankind occupies the centrality of the world. Human beings become the center and human standard becomes universal. Things in nature become “objects” whose solo value is judged by their object-subject relationship with mankind. That is, if things satisfy human needs, they will be considered worthy; otherwise, they are useless. Hui Tzu concretizes such an anthropocentric attitude: “I have a big tree of the kind men call Shu. Its trunk is too gnarled and bumpy to apply a measuring line to, its branches too bent and twisty to match up a compass or square” (Zhuang 1968: 35). The “measuring line” and the “compass or square” exemplify human yardsticks which are designed to serve human needs. This gnarled tree is “big and useless” because it is not able to yield appropriate timber for carpenters: “You could stand it by the road and no carpenter would look at it twice” (35).

Another feature of anthropocentric domination is humans’ deafness to the voices of nonhuman species. At the initial stage, things defy rigid boundaries and are in the fluid process of cross-species becoming, as exemplified by the fish-bird transformation. The next phase inherits the potential of transformation. Human beings in primitive societies are open to spectacular wonders of nature: the magnificent bird roused itself into the sky of “ninety thousand li,” and launched its imposing journey from the Northern Lake to the Southern Lake. After the establishment of anthropocentric superiority at the third stage, mankind blocks the potential of cross-species becoming, refutes species equality, and inserts myriad things into hierarchical systems to serve human needs. The more humans practice anthropocentrism, the more arrogant men feel about their centrality on the earth. It is this entrenched hallucination of mastery that makes humans unwilling to recognize the sovereignty of other species. “And blindness and deafness are not confined to the body alone—the understanding has them too” (Zhuang 1968: 33). Human beings are too myopic to pay attention to the existence of non-human species unless they are “useful” for human purposes. Moreover, they are deliberately deaf to the voices of nonhuman counterparts that would consternate their snug psychology. Chieh Yu, a Taoist sage who is in unison with the myriad things, becomes a mouth-speaker of nature and his “wild, flippant” words are confusing to our comprehension:

“I was listening to Chieh Yu’s talk—big and nothing to back it up, going on and on without turning around. I was completely dumbfounded at his words—no more end than the Milky Way, wild and wide of the mark, never coming near human affairs” (33).

The “insane” discourse of Chieh Yu, goes beyond anthropocentric monopoly and examines the world from non-human species, which confuses and even horrifies mankind. To mollify their terrified psychology and to restore their sense of illusionary mastery, human beings decide to become deaf to the voices of nonhuman species and blind to their existence.

  1. Posthumanism and the Definition of Cross-Species Becoming

Zhuang Zi urges us to descend from anthropocentrism and build an egalitarian relationship with the numerous things in nature. Because anthropocentrism is pernicious to human relationship with other species, we should return to the second stage of development in which men and their counterpart species have a harmonious coexistence. Zhuang Zi’s philosophy contains the seeds of posthumanism. Posthumanism came into existence at the beginning of the twenty-first century. It repositions mankind as a part rather than the center of nature. Cary Wolfe locates posthumanism during the periods both “before” and “after” humanism. “Before in the sense that it names the embodiment and embeddedness of the human being not just in its biological but also its technological world, the prosthetic coevolution of the human animal with the technicity of tools and external archival mechanisms (such as language and culture)” (Wolfe 2010: xv). The “before” version of posthumanism significantly resembles Zhuang Zi’s second stage of cosmic development: it is chronologically irretrievable, but it functions as a blueprint for humankind to live up to. “But it comes after in the sense that posthumanism names a historical moment in which the decentering of the human by its imbrication in technical, medical, informatic, and economic networks is increasingly impossible to ignore” (xv). The “after” version of posthumanism finds an intellectual reverberation in Zhuang Zi’s philosophy of restoring “the equality of things.”

To achieve egalitarian existence, Zhuang Zi proposes human confrontation with anthropocentric insufficiency. The story of raising a bird exposes a deficiency of human criteria. The Marquis of Lu loves an exotic bird so he employs luxurious treatments to greet the aviary creature. The marquis “welcomed the seabird” in his ancestral temple, performed the most popular music (“The Ninefold Splendors”), and “offered it beef, mutton, and pork as sacrificial victuals” (Zhuang 1994: 171). The bird demonstrated no interest and starved to death after a couple of days. The marquis’ mistake is nourishing the bird in a human way rather than adopting “the nourishment suitable for a bird” (171). The tragic end of the bird exposes the deficiency of a human approach and compels us to acknowledge differences across species. When the music of “The Ninefold Splendors” is played in nature, different species have drastically different responses: “Birds fly away upon hearing it, beasts run away upon hearing it, and fish dive into the depths upon hearing it, but when the masses of men hear it, they circle around and look” (171). Classics such as “The Ninefold Splendors” symbolize the anthropocentric standard and its universal implementation leads to terrifying responses from nonhuman species. This obliges us to go beyond the monopoly of human standards and accept the validity of plural species standards. The flying birds, running beasts and diving fish come from the sky, land, and water, and together they represent a vast spectrum of nonhuman agents: “They are decidedly different from each other, so their likes and dislikes are different.” Zhuang Zi even reverses the situation to deepen our contemplation. If we adopt an animal standard to measure human beings, we would come to realize the absurdity of the universal application of the human yardstick: “Fish dwell in the water and live; if men were to dwell in the water they would die” (Zhuang 1994: 172).

This essay examines “cross-species becoming” from three interconnected aspects: its definition, conditions and manifestations. Zhuang Zi’s concept of “cross-species becoming” possesses three distinctive features: equal, transversal and heteromorphic. The initial appearance of the idea occurs at the end of the second chapter, titled “Equality of Things.”[v] Zhuang Zi dreamt he became a butterfly. Upon his awakening, Zhuang Zi was confused about his identity: was he “Zhuang Zi who had dreamt he was a butterfly or a butterfly dreaming he was Zhuang Zi?” Unlike a traditional interpretation of human dreams, Zhuang Zi attaches equal importance to the second part: is he “a butterfly dreaming he was Zhuang Zi?” Therefore, in the world of Zhuang Zi, the butterfly has achieved agency and even possessed the unconsciousness of dreaming, which is regarded as an exclusive human privilege. The parallel structure of the two questions, in reverberation with the chapter title, rhetorically underwrites the metaphysical frame of species equality. Zhuang Zi then moves on to his definition of “cross-species becoming”: “Between Zhuang Zi and a butterfly there must be some distinction! This is called cross-species becoming” (Zhuang 1968: 49). Apart from species equality, the second feature is the transversal subject.[vi] Things have developed their boundaries; however, the demarcations are not completely sealed. Things still retain the potential of overcoming borderlines and transforming into other species. “Cross-species becoming” superimposes the first cosmic stage on the second one and accentuates the connecting fluidity of the myriad things. At the first stage, things have no boundaries and are in the constant process of becoming; this potential flow of becoming is then passed on to the second phase where things have categorical ambits yet enjoy equal status.

The third trait of “cross-species becoming” is heteromorphic orientation. The majority of the renowned translators of The Zhuang Zi, including A.C. Graham, Burton Watson, Victor H. Mair, and Paul Kjellberg, render “??” as “transformation.” In this article, however, the translation of the term as “cross-species becoming” has two salient advantages. One merit is its indication of a continuous and unperceivable process of becoming. According to Longman Dictionary, “to transform” is “to change completely in form, appearance, or nature” (1988: 1511). Transformation gives the impression that the mutation is sudden, radical, and complete, disconnecting itself from the previous existence. This idea contradicts the Taoist doctrine that everything is in a gradual and dynamic process of changing, and nothing stays static. Becoming accommodates both the unperceivable process of changing and the accumulated result of transformation. This leads to the second advantage: cross-species metamorphosis. Transformation primarily refers to external alterations of the same species. For example, butterflies undergo a series of transformations: from eggs and caterpillars, through chrysalis, and finally to butterflies. Despite the variations of outward forms, the creature beneath the appearances remains within the same species. This differs from the story of Zhuang Zi, who undergoes a cross-species becoming from mankind into a butterfly, which belongs to the class Insecta of kingdom Animalia.

  1. Conditions of “Cross-Species Becoming”

To initiate “cross-species becoming” requires some basic conditions. Mankind uses human organs to perceive the world and experience reality in a unique way, formulating an anthropocentric understanding of nature. Unfortunately, mankind regards that knowledge as the universal yardstick to gauge all species, including both human and non-human counterparts and forgets the anthropocentric prejudice. Zhuang Zi anatomizes the interactive relationship between human organs and knowledge:

“The hundred joints, the nine openings, the six organs, all come together and exist here as my body. But which part should I feel closest to?”

Do we have preference over certain corporeal organs? Or are they simply the servants of our body?

“If they are all servants, then how can they keep order among themselves? Or do they take turns being lord and servant? It would seem as though there must be some True Lord among them” (Zhuang 1968: 49).

Different human organs perceive the world in different ways. Ears can discern acoustic sounds of nature, noses can detect olfactory dimensions of the world, and mouths can distinguish delicate tastes. These organs, as well as their unique perceptions of the world, are supposed to be on an equal footing; however, human preference and cultural values have ranked them into an arbitrary hierarchy, at the top of which is “some True Lord.” Zhuang Zi’s insightful hypothesis of organs’ “taking a turn into the lord and servant” depicts the interpellation process of social subjects. An infant feels closest to his mouth and regards it as the “True Lord” because the oral organ enables him to suck nutrition and build the first social network with his mother. As the infant grows up, ears gradually occupy the position of the Lord since linguistic syllables become omnipresent in his social life. When the child becomes an adult, the eyes become the dominant organ for human beings to perceive and comprehend the world.

Ocularcentric perception then begins to stabilize its position as the “True Lord” among corporeal organs as the individual gradually builds up an anthropocentric knowledge of the world. Confucius concretizes this ocular-centric view:

“The Master said, ‘see what a man does.’/ ‘Observe his motives.’ / ‘Examine in what things he rests.’ / ‘How can a man conceal his character?’ / ‘How can a man conceal his character?’” (Confucius 2009, 10.1-5).

To know a person, Confucius recommends three interconnected ways of seeing. To see one’s behaviors and actions is the preliminary way of obtaining basic information. Then, “to observe” integrates seeing with thinking and goes beyond external behavior to discover the underlying motives. However, because motives often vary in different circumstances, Confucius advises us to penetrate into the root of the matter: “to examine in what things he rests.” Seeing, along with observing and examining, implies a visionary penetration from the surface into the depth and consequently establishes our knowledge of the observed object. And the purpose of human observation is to establish control over the world. “How can a man conceal his character?” The repetitions of the final sentence in the text convey an unmistakable message: a rigid implementation of the recommended observatory procedure is bound to produce the expected result of mastery.

Zhuang Zi’s rigorous analysis reveals the arbitrary nature of human perception, and his series of questions place a critical distance from our inveterate anthropocentric thoughts. To transcend anthropocentrism, Zhuang Zi recommends the practice of forgetting as an effective remedy, which also constitutes the conditions of cross-species becoming. This is exemplified by Yen Hui, who makes progress in his practice of forgetting. First, he has “forgotten benevolence and righteousness,” then “rites and music.” Finally, he arrived at the last phase: “I can sit and forget” (Zhuang 1968: 90). Yen Hui continues to elaborate on this epiphany:

“I smash up my limbs and body, drive out perception and intellect, cast off form, do away with understanding, and make myself identical with the Great Thorough-fare. This is what I mean by sitting down and forgetting everything” (90).

Forgetting the knowledge of the external world enables Yen Hui to get closer to the myriad things in nature. Knowledge, to some degree, is a stereotype of the world. What unconsciously occurs in the process of observation is that we endeavor to identify typical features of the observed thing, then classify the object into a certain category and insert it into the hierarchy of human knowledge. Knowledge tends to act as pre-existing structures to discipline things into manoeuvrable systems. If we unlearn knowledge and deculturize ourselves from our entrenched perspectives, we could look at things from fresh perspectives. It is for this reason that Yen Hui recommends us to “drive out perception and intellect” and “do away with understanding” (90).

If forgetting knowledge facilitates our descent from anthropocentrism, then forgetting our bodily form assists our transcendence over the monolithic perspective of the human species. Human organs have a unique way of perceiving the world and human bodies have special cognitive methods of organizing these inputs. After suspending his intellectual understanding, Yen Hui arrives at a more advanced phase: “I slough off up my limbs and trunk” and “depart from my form” (Zhuang 1994: 64). The realization of deficient human perception and desire to move beyond species confinement paves the path to initiate “cross-species becoming.” The Taoist concept of “sloughing off” corporeal parts has inspired the modern concept of “the Body without Organs:” “A great Japanese compilation of Chinese Taoist treatises was made in A.D. 982-984. We see in it the formation of a circuit of intensities between female and male energy.” Gilles Deleuze and Felix Guattari acknowledge their intellectual indebtedness to the Taoist principle of “Yin-Yang”; however, we find more philosophical affinity between “the Body without Organs” (BwO) and Zhuang Zi’s “discarding bodily parts.” “The BwO: it is already under way the moment the body has had enough of organs and wants to slough them off, or loses them” (Deleuze and Guattari 1987: 157). The purpose is to produce “a disorganized body” and liberate “molecular multiplicities” (151). Therefore, the BwO defies “the organization of the organs insofar as it composes an organism,” sabotages “significances and subjectifcations as a whole,” and mobilizes “a movement of generalized deterritorialization” (157). The “Body without Organs” has explicitly spelt out the conditions of Zhuang Zi’s “cross-species becoming”: we should abandon the hierarchical organization of human organs and entitle “the hundred joints, the nine openings, and the six organs” with equal opportunities to “take turns being lord and servant” (Zhuang 1968: 38).

  1. Manifestations of “Cross-Species Becoming”

The story of Sir South Wall not only concertizes the conditions of cross-species becoming, but also manifests the possible forms of transformation: “Tzu-Ch’i of South Wall, sat leaning on his armrest, staring up at the sky and breathing, vacant and far away, as though he’d lost companion” (Zhuang 1968: 36). The Taoist master forgets his earthly existence, cuts himself off from worldly companion, and becomes a vacant vessel to embrace things in nature. His disciple makes a penetrating observation of the transformation:

“Can you really make the body like a withered tree and the mind like dead ashes? The man leaning on the armrest now is not he one who leaned on it before” (36).

The image of “dead ashes” visualizes his abandonment of intellectual acumen while the “withered tree” portrays his obliteration of bodily perception; together they constitute the conditions of cross-species becoming. “I have lost myself,” Sir South Wall informs his disciple. Quan Wang contends that the “myself” (me) consists of the “Social I” and the “Corporeal I” and the loss of self suggests the removal of obstacles to the equality of things (Wang 2017: 257).

Sir South Wall becomes his breathing and mingles itself with the wandering wind. “The Great Clod belches out breath and its name is wind” (Zhuang 1968: 36). Wind equalizes things in nature. Wind has no discrimination against anything, and all species in nature, ranging from plants to animals, have an equal opportunity to interact with air. The elaborate depiction of the blowing wind at the beginning of chapter two highlights the title of “Equality of Things.” When the wind blows, “ten thousand hollows begin crying wildly. Can’t you hear them, long drawn out?” Besides, wind, without its own concrete form, metamorphosizes itself with interactive objects: “There are huge trees a hundred spans around with hollows and openings like noses, like mouths, like ears, like jugs, like cups, like mortars, like rifts, like ruts.” The wind blows over huge trees with different shapes of cavities and produces various sounds: “They roar like waves, whistle like arrows, screech, gasp, cry, wail, moan, and howl” (36). Metaphorically, wind exemplifies an inchoate self. Taoist sages often claim that an infant is an idealized self because it has not formulated a corporeal boundary and is in the fluid process of cross-species becoming. This Taoist speculation has solid support from modern science. Within the first six months, an infant has no concept of self, and it identifies itself with any adjacent thing that offers pleasure stimuli. The infant might identify itself with a warm blanket, a milk bottle, or even a toy. The law of this primordial world of fantasy is “universal equivalence,” and things become “a series of equivalences” (Lacan 1988: 86). Gradually, the infant prioritizes the mother’s breast as its primary identity due to frequent maternal feedings. The progression from “heteromorphic identification” to “homeomorphic identification” suggests the child’s growth into the “Mirror Stage” (Lacan 2001: 4).

Philosophically, wind represents Zhuang Zi’s metaphysical exploration into the root of things. For Zhuang Zi, all things originate from air:

“Man’s life is a coming-together of breath. If it comes together, there is life; if it scatters, there is death” (Zhuang 1968: 235).

In addition to man, all species in nature are fundamentally constituted by air: “The ten thousand things are really one.” The “one” in the quote refers to the same constituting material of the world: air. Air follows various categorical principles and is consequently condensed into the myriad things in nature, such as men, animals, and plants. Despite categorical distinctions, the primordial connection among species remains latent. This potential of cross-species becoming has its manifestations; for example, human commiseration with a dog’s suffering or human perception of a flower’s bliss evinces this primordial connection.

Apart from air, another form of cross-species becoming is animal-becoming. The King of Ch’u sent two officials to invite Zhuang Zi to administrate the country. A scared tortoise, after its death, has been “wrapped in cloth and boxed, and store[d] in the ancestral temple” (Zhuang 1968, 188). Zhuang Zi asked the visiting officials: “Now would this tortoise rather be dead and have its bones left behind and honored? Or would it rather be alive and dragging its tail in the mud?” The first tortoise has been assimilated into human culture and it has become a sacred symbol in an anthropocentric system, and the price is the death of animal agency: it becomes an empty vessel for human projections. On the contrary, the second tortoise in the mud refuses human assimilation and endeavors to maintain species autonomy in its familiar habitat. Therefore, Zhuang Zi informs the visitors: “Go away! I’ll drag my tail in the mud!” Zhuang Zi’s becoming animal is an effective approach to relinquishing anthropocentrism. Language is not neutral nor transparent but rather loaded with cultural connotations. The omnipresence of language in the human world has long-lasting and unperceivable influences on our thinking and formation of identity. For Zhuang Zi, these pernicious influences erode our original harmonious connection with the myriad things in nature and insulate us within anthropocentric arrogance. Thus, it is compulsory to escape from linguistic networks and depart from political society. How could it be possible for humans to escape ubiquitous linguistic signifiers which completely envelope our life? Animal-becoming is a possible method. Animals know nothing about human language and live in a world independent of linguistic penetration. Without cultural contamination, animals maintain their primordial connection with the myriad things in nature. Therefore animal-becoming can facilitate humans to descend from anthropocentrism and embrace a horizon-expanding world of multiple species. Taoist sages, who often equalize animals with the unfolding of the Way and urge us to learn from animals, understand this: “The true sage is a quail at rest, a little fledgling at its meal, a bird in flight who leaves no trail behind. When the world has the Way, he joins the chorus with all other things” (Zhuang 1968: 130). Irving Goh reads animal-becoming as “a disavowal of politics” (Goh 2011: 117). “The animal is the disappeared in politics,” and provides a valuable lesson for men “to escape the capture of life by politics, to reclaim life as it is without the demands and limits imposed by politics” (Goh 2011: 118). Goh offers an insightful analysis of the political dimensions of animal-becoming; however, he confines the wide spectrum of cross-species becoming only to animal becoming.

Cross-species becoming is not only a privilege for human beings: animals also have the capacity to metamorphose into other species. The transformation of the huge fish into a bird is featured at the beginning of The Zhuang Zi.

“In the Northern darkness there is a fish and his name is K’un. The K’un is so huge there is no knowing how many thousand li he measures. He changes and becomes a bird whose name is P’eng” (Zhuang 1968: 29).

Zhuang Zi deliberately locates the Northern darkness in “the bald and barren” territory and insulates this geography from mankind. As mentioned in the first part of the essay, the initial stage of creation is prior to the birth of humankind, when things have not formulated rigid boundaries and are in the fluid process of becoming. In other words, human absence means the withdrawal of anthropocentric interference so that things follow their own rhythms and unfold their natural bent. The advent of mankind gradually disrupts the natural balance and builds up human superiority.

In addition to humans and animals, other species in nature are in the fluid process of cross-species becoming. “The seeds of things have mysterious workings” (Zhuang 1968: 195). Things harmonize with adjacent space and change themselves into the surrounding environment. “In the water they become Break Vine, on the edges of the water they become Frog’s Robe. If they sprout on the slopes they become Hill Slippers. If Hill Slippers get rich soil, they turn into Crow’s Feet. The roots of Crow’s Feet turn into maggots and their leaves turn into butterflies” (195). Identity is never an enclosed entity: it is porous of becoming. Then, the butterflies undergo a series of heteromorphic transformations: insects, birds, spray, vinegar, wine, plants, etc. Becoming is endless. Toward the end of this long paragraph, Zhuang Zi deliberately includes humans in the process of species transformation. “Green Peace plants produce leopards and leopards produce horses and horses produce men. Men in time return again to the mysterious workings. So all creatures come out of the mysterious workings and go back into them again” (196). The becoming of species in the passage might not be convincing in terms of modern science, yet it capitulates ancient Chinese nature lore and epitomizes Zhuang Zi’s concept of “cross-species becoming.”

  1. Conclusion

Posthumanism endeavors to remove the centrality of human beings and facilitate an egalitarian relationship with other species. However, it fails to justify the parity of things. In this aspect, Zhuang Zi’s “cross-species becoming” becomes both a supplement to and an ontological foundation for posthumanism. Zhuang Zi examines species relationships from a monistic perspective and provides us with an edifying alternative. For Zhuang Zi, all things in nature, including humans, animals, and plants, originate from a monistic material: air. When air receives different principles, it will be condensed into myriads of things in accordance with the category of the object. “You have only to comprehend the one breath that is the world” (Zhuang 1968: 236). The condensation of air gradually stabilizes the boundaries of things and obscures the original connection among things. As humans integrate themselves into society and become fully-fledged members, they become obsessed with earthly pursuits of wealth and reputations. Zhuang Zi urges us to forget social contaminations to de-obscure our primordial cord with things in nature. Forgetting enables humans to descend from anthropocentrism and to re-establish egalitarian relationships with non-human species. Another related idea derived from the monistic view is the transversal self. For Zhuang Zi, the self is not an enclosed entity, but rather becomes “coextensive with,” to borrow Roger Ames’ term, with the myriad things in the environment (Ames 1984: 124). Transcendence over the egoist self enables one to redefine his sense of interconnection with nonhuman species in nature, which in turn enlarges his self and intensifies his existence. Zhuang Zi’s philosophy of “cross-species becoming” complements posthumanism and together they comprehensively illuminate the intertwined relationships between human and non-human species.

Declaration of Conflict of Interests

The author(s) declared no potential conflicts of interest.

Funding

This work is supported by The National Social Science Fund of China under Grant No. 19BWW005 [Project Title: A Posthumanist Reading of Zhuang Zi and Jacques Lacan].

Notes

[i] Many scholars have similar views, as can be seen in the titles of their articles. For example, Liu Xiaogan’s “Non-action and the Environment Today” in Daoism and Ecology, eds., N.J. Girardot et al, (Cambridge: Harvard UP): 315—340, and Lisa Raphals’ “Metic Intelligence or Responsible Non-Action?” in Daoism and Ecology: 305—31.

[ii] Critics have a controversy over the separation of humankind from things. Deep ecologists and ecofeminists, according to Joanne Birdwhistell, exemplify the polarization of the debate. The former accentuates “the interrelatedness of all things” and denies the separation of the human from the cosmos. In contrast, the latter emphasizes the distinction between humans “as biological organisms and as members of a social community” (Birdwhistell 2001: 39). This article introduces the concept of development to solve the dilemma: initially they are interrelated, then separated, but the separation of things could not conceal their underlying interconnection.

[iii] There is a linguistic difference in expressing the idea of “ninety thousand li.” In Chinese, “ten thousand” is regarded as an essential measuring unit, written as “wan (?).” Therefore, the original text in The Zhuang Zi is “nine wan,” with a salient accentuation on the numerical figure nine rather than ninety.

[iv] Animals in literature and philosophy often function as metaphoric substitutes for human subjects. “Metaphor provides a strong defence for poetics in the service of anthropocentrism, for communicating messages about our essential humanity” (McHugh 2009: 488-9).

[v] Scholars might dispute the translation of “??” (wuhua) as “cross-species becoming.” Some critics tend to regard “equality of things” (??) and its closely related concept of “??” (transformation of things) as the Daoist way to challenge the Confucian stratification of social classes and classification of human values. Other scholars often hold an allegorical or symbolic reading of wuhua in a very literalistic sense. I concede the validity of these readings because The Zhuang Zi does contain rich interpretative possibilities; however, this essay endeavors to reveal another much-neglected meaning of the term: wuhua constitutes the underlying cosmos of Zhuang Zi’s philosophy. Statistic appearances of wuhua in The Zhuang Zi further consolidate this translation. Out of 8 appearances, 5 occasions discuss heteromorphic transformations, and others depict the dynamic status of things.

[vi] Rosi Braidotti first proposes the term “the transversal subject” in her discussion of posthumanism. She defines the subject as “a transversal entity encompassing the human, our genetic neighbours the animals and the earth as a whole, and to do so within an understandable language” (Braidotti 2013: 82). Braidotti is revolutionary in expanding the concept of the human subject to include the non-human species. This essay, however, reserves the term but accentuates the dynamic dimensions of cross-species becoming.

References

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Ames, Roger T. (2001). “The Local and the Focal in Realizing a Daoist World” in N. J. Girardot et al (Eds.), Daoism and Ecology (pp.265-282). Cambridge: Harvard UP.

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Birdwhistell, Joanne D. (2001). “Ecological Questions for Daoist Thought: Contemporary Issues and Ancient Text” in N. J. Girardot et al (Eds.), Daoism and Ecology (pp.23-44). Cambridge: Harvard UP.

Braidotti, Rosi. (2013). The Posthuman. Cambridge: Polity.

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Deleuze, Gilles and Felix Guattari. (1987). A Thousand Plateaus: Capitalism and Schizophrenia, trans. Brian Massumi. Minneapolis: U of Minnesota P.

Gao, Shan. (2017). “‘Xujing’ (Emptiness and Stillness) in Daoism, Aesthetic Appreciation of Nature, and Environmental Ethics.” Frontiers of Philosophy in China 12 (2): 224-236.

Girardot, N.J. (1978). “‘Returning to the Beginning’ and The Arts of Mr. Hun-Tun in The Chuang Tzu.” Journal of Chinese Philosophy 5:21-69.

Goh, Irving. (2011). “Chuang Tzu’s Becoming-Animal.” Philosophy East and West 61(1):110-133.

Guzowska, Joanna. (2015). “The Spatiality of Cognition in the ‘Zhuangzi.’” Frontiers of Philosophy in China 10 (3): 415-429.

Kirkland, Russell. (2001). “‘Responsible Non-Action’ in a Natural World” in Daoism and Ecology, 283-304.

Lacan, Jacques. (1988). Freud’s Papers on Technique 1953-1954, trans. J. Forrester. Cambridge: Cambridge UP.

Lacan, Jacques. (2001). “Mirror stage” in Ecrits: A Selection, trans. Alan Sheridan. London: Routledge.

Lai, Chi-Tim. (2001). “The Daoist Concept of Central Harmony in the Scripture of Great Peace” in Daoism and Ecology: 95-112.

Liu, Xiaogan. (2001). “Non-Action and the Environment Today” in Daoism and Ecology: 315-340.

McHugh, Susan. (2009). “Literary Animal Agents.” PMLA, 124 (2): 487-495.

Meinertsen, Bo R. (2017). “Towards Gratitude to Nature: Global Environmental Ethics for China and the World.” Frontiers of Philosophy in China 12(2): 207-223.

Miller, James. (2006/2009). “Daoism and Nature” in Oxford Handbook of Religion and Ecology, ed., Roger Gottlieb. Oxford: Oxford UP.

Nelson, Eric Sean. (2009). “Responding with Dao: Early Daoist Ethics and the Environment.” Philosophy East and West 59(3): 294-316.

Raphals, Lisa. (2001). “Metic Intelligence or Responsible Non-Action?” in Daoism and Ecology : 305-314.

“Transform.” (1988). Longman Cotemporary English-Chinese Dictionary, ed. Paul Procter. Hong Kong: Longman.

Wang, Quan. (2017). “A Comparative Study of the Subject in Jacques Lacan and Zhuangzi.” Asian Philosophy 27(3): 248-262.

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Wolfe, Cary. (2010). What Is Posthumanism? Minneapolis: U of Minnesota P.

Yang, Tongjin. (2017). “Is There an Identity Crisis in Environmental Ethics?” Frontiers of Philosophy in China 12 (2): 195-206.

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Quan Wang is Professor of English at Beihang University, Beijing. He has published 26 articles in A&HCI journals. His recent publications include “Narrative Disruption” (Journal of Literary Studies), “A Posthumanist Reading of Knowledge in Zhuangzi and Lacan” (Asian Philosophy), “A Comparative Study of the Subject in Lacan and Zhuangzi” (Asian Philosophy), “A Lacanian Reading of RIP” (Explicator), “The Movement of the Letter in A Doll House” (Journal of European Studies), “The Lack of Lack” (Women’s Studies). Professor Wang specializes in critical theories and American novels, especially Edgar Allan Poe, Toni Morrison, and posthumanism. He was also a US-Sino Fulbright Research Scholar at Yale University (2015-2016).

Examining Teacher Competencies in Content and Language Integrated Learning: Professional Profiles and Ways Forward

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Hengzhi Hu

Universiti Kebangsaan Malaysia. ORCID: 0000-0001-5232-913X. Email: p108937@siswa.ukm.edu.my

Rupkatha Journal, Vol. 14, Issue 2, April-June, 2022, Pages  https://doi.org/10.21659/rupkatha.v14n2.26

First published: June 27, 2022 | Area: EFL Studies | License: CC BY-NC 4.0

(This article is published under Volume 14, Number 2, 2022)
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Abstract

Despite the upsurge of research interest in Content and Language Integrated Learning (CLIL) teachers’ professional competencies, very little evidence has been presented from the Chinese academia. To bridge this gap and understand Chinese CLIL teachers’ status quo of competencies in relation to their demographic characteristics, the present study adopted a cross-sectional quantitative survey approach and investigated the differences of linguistic competence, content competence, pedagogic competence, CLIL fundamentals, interpersonal and collaborative competence, and reflective and developmental competence in a sample of 205 CLIL teachers from Chinese higher education providers. They had dissimilar genders, language expertise, content subject specialisation, affiliations, academic degrees, educational backgrounds, years of teaching CLIL and professional titles. Inferential analyses of the data obtained from a questionnaire indicated a high heterogeneity in the sample, allowing of the description of CLIL teachers’ profiles of professional competences in accordance with their demographic factors. It is concluded that professional training and ongoing research into CLIL teachers’ needs are essential to achieve the homogeneity of competencies and that a supportive network should be established to encourage active partnership amongst CLIL teachers and educational institutions.

Keywords: CLIL, teacher competencies, professional identities, professional development.

Introduction

Since the introduction of Content and Language Integrated Learning (CLIL) in the 1990s, this dual-focused pedagogical approach characterised by using an additional language other than learners’ mother tongue or shared language as the medium of instruction for both content and language learning has stimulated considerable research interest in various educational contexts. Although the level of emphasis placed on content learning and language learning differs from case to case due to the variation in educational policies and contextual needs (Dale & Tanner, 2012), it has been commonly acknowledged that CLIL has dual learning objectives of a discipline subject and a foreign language (L2), the dynamic amalgam of which can benefit learners both cognitively and motivationally (Coyle et al., 2010).

 In Mainland China (hereafter referred to as China), CLIL has been pushed forward since its first domestic application about two decades ago (Lv, 2001), though some scholars maintain that it has already been implemented in the late 1990s in the English-Medium Instruction programmes organised for young learners in developed cities (Wei & Feng, 2015). However, with the upsurge of research and development activities on CLIL application and practices in the western world, there is a dearth of empirical studies in China (Liu, 2019a; Mi, 2015), providing little evidence concerning the feasibility of this educational approach and making it a rare phenomenon for teachers to switch from a conventional L2 teaching approach to CLIL (Liu, 2020).

Against this general backdrop, the present study attempts to contribute to the understanding of CLIL in China by offering practical insights and suggestions out of empirical evidence gathered from real people in contemporary real-life institutions and settings. The pertinent research agenda is quite extensive, while the study brings attention to investigating the competencies of in-service CLIL teachers working in Chinese higher education providers (HEPs), which have witnessed most of the CLIL implementations in China’s educational context (Hu, 2021). CLIL competences refer to the necessary professional skills that a teacher is expected to possess “to teach content subjects and an additional language in an integrated manner” (Marsh et al., 2011, p. 6) and are an important variable as a catalyst for teacher professional development (Coyle et al., 2010). Adopting a survey approach, the author of this paper wishes to answer the following question:

  • Do the survey participants who have differing demographic factors differ in the CLIL competences needed for successful implementation of this pedagogical approach?

It is expected that the research findings can provide valuable insights into CLIL practices in China and encourage more comprehensive teacher development and better organisation of CLIL programmes.

Literature Review

CLIL is a pedagogical approach arising from the foreign language teaching (FLT) practices in Europe, and it is known as “a generic umbrella term that represents a dual-focussed flexible educational approach with multiple dimensions and applications, in which an additional language is used for learning both content and language” (Gabillon, 2020, para. 10). Due to its dual-focused nature which is different from other FLT approaches, it has caught considerable attention of researchers and educators. A popular CLIL research agenda focuses on the investigation of performance evidence (i.e. students’ language and content learning outcomes), effective evidence (i.e. learners’ perceptions, feelings and emotions), process evidence (i.e. key moments when learning occurs) and materials and task evidence (i.e. learning materials used in classes, design and organisation of teaching and learning activities) (Coyle et al., 2010). It is expected that an ideal CLIL study should cover these aspects of evidence to present a comprehensive account of the studied programme, and this train of thought is still the mainstream in academia, underpinning most previous and ongoing studies.

Another CLIL research area is concerned with teachers’ professional development and competencies, which play a significant role in assuring the effectiveness of CLIL implementations. Pavesi et al. (2001) are some of the earliest scholars attempting to bring this topic to the public. While identifying the types of teachers suited to CLIL (e.g. teachers qualified in both L2 and content subject, classroom teachers proficient in using an L2 as the medium of instruction, L2 teachers instructing learners on content subject learning, an L2 teacher cooperating with a content subject teacher), they illustrated that qualified CLIL teachers should have full command of L2 and content knowledge, “deep understanding of the cognitive, socio-cultural and psychological elements” of L2 learning, considerable teamwork skills, willingness to cooperate with other stakeholders (e.g. teachers, specialists) and commitment to classroom-based research (Pavesi et al., 2001, p. 87). One year later, Marsh (2002) proposed the notion of CLIL teacher competencies as to a teacher’s proficiency in the target language (TL), mastery over language theories, ability to employ CLIL methodologies, understanding of the learning environment, capability to develop a range of appropriate learning materials, flexible use of interdisciplinary approaches, and expertise in designing and organising proper assessment tasks. This work has given rise to the proposal of the European Framework for CLIL Teacher Education (hereafter referred to as the Framework) (Marsh et al., 2011), which identifies a CLIL teacher’s competencies with personal reflection (commitment to one’s cognitive, social and affective development), CLIL fundamentals (understandings of CLIL features and theories), content and language awareness (a dual focus on both content learning and language learning), methodology and assessment (pedagogical and professional skills in creating a meaningful learning environment), research and evaluation (engagement in classroom research), learning resources and environments (adopting suitable and cognitively challenging materials), classroom management (knowledge of classroom dynamics and management skills) and CLIL management (developing quality CLIL programmes and courses in collaboration with other stakeholders).

Since the introduction of the Framework, it has been highly rated for its constructiveness in teacher education and professional development (Cinganotto & Cuccurullo, 2017; Wolff, 2012). However, Vilkancien? and Rozgien? (2017) argue that it is vague in that some competencies (e.g. personal reflection) concern more with a teacher’s general capabilities rather than CLIL-specific ones. In comparison, the CLIL Teacher’s Competences Grid (hereafter referred to as the Grid) formulated by Bertaux et al. (2010) tends to be more specific, as it identifies over ten sorts of competencies that are crucial in effective CLIL (i.e. programme parameters, CLIL policy, TL competencies for teaching CLIL, course development, partnerships in supporting student learning, integration, implementation, second language acquisition, interculturality, learning environment management, learner focus in the CLIL environment, learning skills focus in CLIL, learning assessment and evaluation in CLIL, lifelong learning and innovative teaching and learning approaches). However, due to a lack of explicit distinction among those competency areas, the Grid may be too detailed to be effectively adopted in teacher professional development (Vilkancien? & Rozgien?, 2017). In this vein, Pérez-Cañado’s (2018) summative interpretation seems briefer and more practical, and a CLIL teacher should have:

  • linguistic competence: a teacher’s proficiency in the TL being taught and used as the medium of instruction.
  • pedagogical competence: a teacher’s familiarity with a range of student-centred pedagogical skills and methodologies to provide an engaging learning environment, diversified learning materials and appropriate evaluation tasks.
  • scientific knowledge: a teacher’s knowledge of the specific content subject being taught and CLIL-related theories.
  • organisational competence: a teacher’s classroom management ability within CLIL.
  • interpersonal and collaborative competence: a teacher’s ability to address students’ needs and cooperate with colleagues.
  • reflective and developmental competence: a teacher’s awareness of lifelong learning and keeping up with the latest research or information on CLIL.

These frameworks or interpretations have been utilised as a valuable tool in studies to examine CLIL teachers’ competencies and yield insight into professional development (Banegas & del Pozo Beamud, 2020; Cortina-Pérez & Pino Rodríguez, 2021; Custodio-Espinar, 2019; Vázquez et al., 2020). Although the contexts of these studies are different, they have all highlighted the necessity of paying more attention to CLIL teachers’ competencies and providing more training opportunities for them, aimed at promoting professional development.

In China, the syntheses recorded by Mi (2015) demonstrate that divorced from the growing interest in CLIL teacher competencies and development in the western world, only a few Chinese scholars have given heed to these issues. For example, by reviewing the theories underpinning CLIL, Liu and Han (2015), in line with Liu et al. (2016), maintain that to maximise the potential of CLIL, teachers should be competent in CLIL fundamentals, content and language awareness, methodological implementation of CLIL and CLIL management with special attention to cooperation with colleagues. Despite these assumptions, one of the available empirical studies is Liu’s (2019b), the results of which point out various types of competencies expected from the CLIL teachers in a HEP (e.g. the abilities to teach the TL, teach the subject content, foster students’ comprehensive capabilities, manage the classroom, organise assessment activities and design teaching materials). However, her research also has shown unbalanced development of teacher competencies, with several areas (e.g. content awareness, ability to foster learners’ comprehension) deemphasised. This is in line with Cao’s (2021) study on the hindrances to the successful implementation of CLIL, which discloses that CLIL teachers with little content and language awareness may be incompetent to design cognitively appropriate learning materials to rectify the situation that students are less stretched in content learning and less supported in language learning when traditional textbooks are the only source of information. Both Cao (2021) and Liu (2019b), along with some other Chinese researchers (e.g. Li & Yang, 2015; Zhou, 2017) whose studies are not reviewed here because of the page limit, have acknowledged the context-dependent features of their findings and suggested that more attention should be paid to CLIL teachers themselves. This assumption justifies the needfulness and design of the present study set in the Chinese higher education context, which has witnessed and encouraged most of the development of CLIL in China.

Methodology

Research Design

This study adopted a cross-sectional quantitative survey approach, which emphasised the collection of data from a population at a specific point of time. This could allow the researcher to understand the status quo of CLIL teachers’ competencies and compare them among the participants with diverse characteristics (Creswell, 2012). This design corresponded to the research objective and question.

Research Participants

A sample of 205 licensed teachers was recruited from Chinese HEPs by snowball sampling, which was appropriate for the study due to the difficulty of identifying units to include in the sample without a list of the population the researcher was interested in (Creswell, 2012). All the participants were informed of the purpose and design of the study with consent. Their demographic information was recorded in Table 1, including gender, language taught, subject taught, affiliation, highest degree, educational background, years of teaching CLIL and professional title. They were taken as the independent variables (IVs) in this study. Although there were other factors that might also influence the participants’ competencies, namely the dependent variable (DV) of the study, the listed ones were assumed to be sufficient based on previous studies (e.g. Campillo-Ferrer et al., 2020; Custodio-Espinar, 2019; Skinnari & Bovellan, 2016) that had used similar variables to investigate CLIL teachers’ competencies. It should be noted: First, because of the diverse languages the participants taught and the scattered percentages they occupied, they were simply categorised into English and languages other than English (LOTE); Second, the content subjects taught were also categorised into general discipline streams per the educational context in China; Third, despite the various types of HEPs that the participants were affiliated to, they were generally categorised into non-985/211 HEPs and 985 and/or 211 universities1; Fourth, in accordance with the participants’ years of teaching CLIL and Liu and He’s (2014) identification of Chinese teachers’ career stages, they were labelled as novice teachers with 0-5 years of teaching and proficient teachers with 6-14 years of teaching.

Table 1. Demographic Information of the Participants

Gender Female: 54.6% (n = 112)

Male: 45.4% (n = 93)

Language taught English: 77.6% (n = 159)

LOTE: 22.4% (n = 46)

Subject taught Economics: 24.9% (n = 51)

Law: 21.9% (n = 45)

Education: 17.1% (n = 35)

History: 15.6% (n = 32)

Literature: 12.7% (n = 26)

Science: 7.8% (n = 16)

Affiliation Non-985/211 HEPs: 53.2% (n = 109)

985 and/or 211 universities: 46.8% (n = 96)

Highest degree Doctoral degree: 50.7% (n = 133)

Master’s degree: 35.1% (n = 72)

Educational background Language-related: 70.2% (n = 104)

Content-related: 29.8% (n = 61)

Both language and content-related: 19.5% (n = 40)

Research Instruments

The instrument used in the survey was a researcher-made questionnaire named Chinese CLIL Teachers’ Self-Assessment of Competencies. It included six constructs, namely linguistic competence (LC), content competence (CC), pedagogic competence (PC), CLIL fundamentals (CFs), interpersonal and collaborative competence (ICC) and reflective and developmental competence (RDC). This conceptualisation was made based on Pérez-Cañado’s (2018) interpretation. However, the construct of scientific knowledge in her original work was divided into CC and CFs in this study due to her double-barrelled definition. Besides, Pérez-Cañado’s (2018) definition of ICC at a learner level somehow overlaps with the PC and the classroom-management-oriented focus of the organisational competence, because, to some degree, all of them reflect the construction of an engaging and meaningful learning context. Therefore, ICC in this study simply referred to a teacher’s ability to work with colleagues and specialists, and only PC was retained to represent a broad sense of CLIL teachers’ abilities to offer a meaningful learning context. The questionnaire included 31 items on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), and they were adapted from the Framework (Marsh et al., 2011) and the Grid (Bertaux et al., 2010). A pilot study had been run before the study, and it suggested acceptable reliability and validity of the instrument (see Table 2).

Table 2. Reliability and Validity of the Instrument

Cronbach’s Alpha Confirmatory Factor Analysis
Average Variance Extracted Composite Reliability
LC .82 .78 .80
CC .86 .71 .84
PC .76 .83 .88
CFs .88 .62 .93
ICC .74 .59 .81
RDC .77 .69 .90
Entire Questionnaire .80

Data Analysis

The questionnaire was distributed online via Wenjuanxing, a survey platform, and the response rate was 98.04% (n = 201). The collected data were then computed into Statisticsal Package for the Social Sciences 25.0 for analysis. The descriptive statistics reported in this paper included mean and standard deviation. Based on the normal distribution of the data, the inferential analyses were ANOVA when the factor had more than three groups and t-tests when the factor was dichotomous. When the homogeneity of variances was satisfied, one-way ANOVA was run with post hoc analyses with Turkey’s HSD. Otherwise, Welch’s ANOVA was run with Games-Howell. Due to a large amount of data, all the t-tests and ANOVA statistics were compiled together in Appendix. Only the key data with p-values less than .05 in post hoc analyses were recorded in the text.

Results

Linguistic Competence

As shown in Appendix, no statistical difference was found in LC with regard to the participants’ gender, the language taught and highest degree. However, it showed that affiliation influenced CLIL teachers’ LC, with those employed in non-985/211 HEPs having a lower score than those working in 985 and/or 211 universities (t = -3.12, p = .002). Likewise, years of teaching CLIL programmes also played an important role, as novice teachers had a lower level of LC than proficient teachers (t = -2.54, p = .012). In ANOVA analyses, significant statistical difference was only found regarding the educational backgrounds (p = .004). Post hoc analyses (see Table 3) revealed that the teachers with a language-related educational background had a considerably higher level of LC in the self-assessment than those with a content-related or language/content-related educational background (p < .05).

Table 3. Multiple Comparisons of Educational Backgrounds

(I) Educational Background (J) Educational Background Mean Difference (I-J) Sig.
Language-related Content-related 1.727 .018
Both language and content-related 1.938 .022

 Content Competence

As displayed in Appendix, inferential data analyses did not show any statistical difference between CC with the participants’ gender, subject taught, educational background or professional title but with the other IVs. Specifically, CLIL English teachers, 985 and/or 211 university teachers, teachers holding a doctoral degree and proficient teachers were more capable of content teaching than their counterparts, namely CLIL LOTE teachers, non-985/211 HEP teachers, teachers having a master’s degree and novice teachers (p < .05).

Pedagogic Competence

The data recorded in Appendix disclosed that no significant statistical difference was found between PC with the teachers’ gender, subject taught, affiliation, highest degree, educational background or years of teaching CLIL. Nevertheless, there was a substantial difference between CLIL English teachers with LOTE teachers (t = 3.21, p = .002). Meanwhile, a significant difference was found amongst the participants of dissimilar professional titles (F = 4.88, p = .003). Post hoc analyses (see Table 4) presented that teaching assistants had less PC than lecturers and associate professors.

Table 4. Multiple Comparisons of Professional Titles

(I) Professional Title (J) Professional Title Mean Difference (I-J) Std. Error Sig.
Teaching Assistant Lecturer -1.892 .56 .005
Associate Professor -1.705 .61 .029

CLIL Fundamentals

The data in Appendix indicated no statistical difference between the participants’ CFs with their gender, affiliation, educational background or years of CLIL teaching. However, English teachers had better mastery of CLIL-related theories than LOTE teachers (t = 2.48, p = .014). Such a difference could also be found between the teachers who had a doctorate with those who merely had a master’s degree (t = 3.21, p = .002). Besides, a substantial difference was found between the DV with the subject taught and the teachers’ title (p < .001). Post hoc analyses (see Table 5) indicated that CLIL education teachers had higher scores in CFs than all the other content teachers and that professors knew more CFs than the academics who had lower ranks of titles.

Table 5. Multiple Comparison of the Subject Taught and Professional Titles

(I) Subject (J) Subject Mean Difference (I-J) Std. Error Sig.
Education Economics 3.231 .356 .000

 

 

Law 2.933 .363
History 2.752 .404
Literature 3.524 .42
Science 3.611 .49
(I) Professional Title (I) Professional Title
Professor Teaching Assistant 2.217 .460 .000

 

Lecturer 1.844 .372
Associate Professor 2.277 .409

 Interpersonal and Collaborative Competence

Multifaceted statistical differences were found in this section between the DV with the IVs except for the language taught and the highest degree (see Appendix). T-tests revealed female teachers, 985 and/or 211 university teachers and proficient teachers had much higher scores than their counterparts, namely male teachers, non-985/211 HEP teachers and novice teachers. Statisticsal differences were also found in ANOVA analyses regarding the subject taught, educational background and professional title. Post hoc analyses (see Table 6) first showed multiple differences amongst the subjects taught in CLIL, and some teachers (e.g. law teachers) were less cooperative than the others. Besides, the CLIL teachers of a language-related educational background were less capable of interpersonal and collaborative work than those whose educational background was related to either the content subjects or a mix of language and content. Last, it was interesting to note that teaching assistants and lecturers had greater ICC than associate professors and professors.

Table 6. Multiple Comparisons of the Subject Taught, Educational Background and Professional Title

(I) Subject (J) Subject Mean Difference (I-J) Std. Error Sig.
Economics Law 1.750 .413 .000
History -1.492 .470 .021
Law Education -1.323 .456 .047
History -3.242 .477 .000
Literature -1.462 .499 .043
Science -3.121 .591 .000
Education History -1.919 .508 .003
Science -1.798 .616 .045
History Literature 1.779 .547 .017
(I) Educational Background (J) Educational Background
Language-related Content-related -1.670 .344 .000
Both language and content-related -1.821 .397
(I) Professional Title (J) Professional Title
Teaching Assistant Associate Professor 3.381 .393 .000

 

Professor 3.294 .426
Lecturer Associate Professor 3.002 .304
Professor 2.915 .345

 Reflective and Developmental Competence

Except for the participants’ diverse educational backgrounds, statistical differences in inferential analyses were detected in all the other variables (see Appendix). T-tests firstly presented that male teachers, CLIL English teachers, 985 and/211 university teachers, teachers having a doctorate and proficient teachers had much higher RDC than their counterparts, namely female teachers, LOTE teachers, non-985/211 HEP teachers, teachers having a master’s degree and novice teachers. ANOVA tests disclosed statistical differences in terms of the subject taught (p = .001) and professional title (p < .001). Post hoc analyses (see Table 7) indicated significant differences between education teachers with economics teachers, law teachers, history teachers and literature teachers, and between professors with teaching assistants, lecturers and associate professors.

Table 7. Multiple Comparisons of the Subject Taught and Professional Title

(I) Subject (J) Subject Mean Difference (I-J) Std. Error Sig.
Education Economics 3.182 .578 .000

 

 

Law 2.547 .588
History 3.410 .655
Literature 3.335 .682
(I) Professional Title (J) Professional Title
Professor Teaching Assistant 3.643 .731 .000

 

Lecturer 3.185 .711
Associate Professor 3.730 .706

Summary of Findings and Discussion

First, the above statistics indicated the participants’ affiliation played a significant role in their LC, CC, ICC and RDC in CLIL, with those employed in key universities more competent than the others working at ordinary HEPs. This is a context-specific finding due to China’s higher educational structures, which divide HEPs into various layers (Gu et al., 2018). It is worth noting that when HEPs at the top layers, which are normally top universities or 985 and/or 211 universities, receive more support (e.g. government funding) than ordinary HEPs at the bottom layers to improve teaching quality, enhance academic reputation and expand academic research, chances are that educational resources are unequally distributed, widening the gap between the HEPs at different levels (Chiang et al., 2015). The effect of such a dichotomous educational system on CLIL teachers’ competencies can be the same, as Espinar and Ramos’s (2020) study, though conducted in a different context, reveals that in-service teachers can be unequally trained, supported or prepared for delivering CLIL lessons due to the different administrative processes. In this vein, special attention must be paid to CLIL teachers who work at ordinary HEPs and may receive less professional support than those working in prestigious ones.

Another interesting finding was that the participants who had a master’s degree were less capable than those who had completed a doctorate, and specifically, the latter might have a sounder mastery over the content knowledge taught, a deeper understanding of CLIL-related theories and more commitment to lifelong learning and research than the former. Unfortunately, due to the research gap in CLIL teachers’ professional development (Banegas & Hemmi, 2021), no comparable findings from previous studies can as yet be found, though it seems to be a fait accompli that the higher degree a teacher has, the abler they are owing to the advanced education that has “improve(d) themselves academically and contribute(d) to their professional knowledge” of the subjects being taught, curriculum development, pedagogical instructions and professional development (Çal??o?lu & Yalvaç, 2019, p. 101). From an evidence-based perspective, this study confirms this view and brings forward the issue that some teachers, especially those who are not academically competitive enough, may need more support in delivering CLIL programmes.

Against the backdrop that LOTE education is deemphasised in CLIL in China (Hu, 2021), this study presents that LOTE teachers were less capable than English teachers in various CLIL aspects (e.g. CC, PC, CFs, RDC). This reflects the general picture that “the role of ‘global Englishes’…has led to the marginalising of LOTE contexts” in CLIL (Coyle & Meyer, 2021, p. 8) and that although multilingual education has been promoted in China, more should have been done at the governmental and institutional levels to support LOTE teachers’ professional development in the same way as how English teachers have been supported (Chen et al., 2020). Given the dual-focused nature of CLIL, the differences between CLIL teachers’ competencies with the subjects they taught were also investigated, which showed no significant difference in LC, CC and PC but in CFs, ICC and RDC. This confirms that the subjects taught can affect CLIL teachers’ competencies, just as the case reported by Custodio-Espinar (2019) that teachers of different subjects have disparate levels of professional competencies in organising CLIL programmes. This overall situation, on the one hand, reflects China’s endeavour to promote high-quality discipline construction, and Zhao and Dixon’s (2017, p. 11) work has confirmed this as evinced in the professional support offered to Chinese university and college teachers to ensure they possess high language proficiency, “good content knowledge, content pedagogical knowledge and also pedagogical knowledge for language teaching”. On the other hand, the disparities in certain competencies among different subject teachers reflect the criticism that the unequal support for the construction of different disciplines in China’s higher education system may cause segmentation between more favoured subjects with less favoured ones (Lo & Pan, 2021). It should also be mentioned that different educational backgrounds may also influence CLIL competencies, as the study demonstrated in a much commonsensical way that the teachers having a language-based educational background were more confident in teaching and using the TLs than those having a mixed or content-oriented educational background. Inevitably, many CLIL teachers are either language-driven or content-driven, and few of them may have received dual-focused teacher education specifically designed for CLIL (Lo, 2020), which justifies that they normally have divergent capabilities and perceptions of implementing CLIL (Villabona & Cenoz, 2021). This situation, along with the ones reflected by the findings about the languages and subjects being taught, sheds light on the need to unite language and subject educators of various fields to establish “not only a shared understanding of known practices but also a co-construction of new integrated pathways to guide meaning making through connecting language domains” and content domains (Coyle & Meyer, 2021, p. 8).

The last point to note is the findings about the participants’ gender, years of teaching and professional titles. First, gender was of little effect on the participants’ self-assessment of competencies. Nevertheless, female CLIL teachers were more willing to participate in interpersonal and collaborative work with others than male teachers who, in comparison, engaged more in reflective and developmental practices than their female counterparts. No comparable findings from previous research can be found to confirm or disconfirm this idea, while the ones of the research placed in a broader educational context do have illustrated that Chinese female teachers tend to be more interactive and enthusiastic about professional collaboration (Liang & Zhou, 2016) but less competent at lifelong learning and research, which is the essential indicator of RDC, than male teachers (Zhu & He, 2014). The reasons lying behind this are complicated and largely related to teacher identity discourses influenced by micro, meso and macro factors within a somewhat asymmetrical gender system in China (Luk-Fong, 2013). Thus, they will not be discussed in this text. Furthermore, the years of CLIL teaching also had little effect on the teachers’ competencies, but CC, ICC and RDC were subject to this variable with proficient teachers gaining an upper hand over novice teachers. This reflects Bier’s (2016) research finding that experienced teachers usually have a deeper understanding of CLIL and thus are more skilled than inexperienced teachers. Regarding the professional titles, teaching assistants had less PC than other academics of higher ranks, such as lecturers and associate professors; professors knew more CFs and were more involved in reflective and developmental work than other academics. This may sound commonsensical in the Chinese context, as an academic must have a thorough mastery of the basic theories of their branch of learning and superior “competence in education, teaching and research” to gain a higher academic title (Gu et al., 2018, p. 195). Still, it is surprising to find that teaching assistants and lecturers were more inclined to partake in interpersonal and collaborative work than associate professors and professors. This raises an interesting phenomenon in the field of CLIL. These findings correspond to the previous ones that the teaching experience gained over time and the types of teacher positions can indeed influence CLIL teachers’ professional practices and abilities (Campillo-Ferrer et al., 2020) and reject the assumptions that they may not necessarily explain teachers’ professional development (Skinnari & Bovellan, 2016).

The description and discussion of the heterogeneity of Chinese CLIL teachers’ profiles of professional competencies have mirrored the inevitable “gap between who CLIL teachers are and what ideal CLIL teachers need” (Lo, 2020, p. 21) and disclosed the complex challenges confronting them. It seems to be a consensus that CLIL is a “linguistic and cognitive challenge” (Bier, 2016, p. 396) or a psychological and pedagogical challenge (Lo, 2020) for teachers, while these views can be too simplistic to be linked with the dynamically interwoven CLIL competencies. Thus, given the research findings and the special higher educational context in China, it is proposed at the end of this paper that the challenges faced by Chinese CLIL teachers are related to micro, meso and macro factors. The micro factors are concerned with teachers themselves, such as gender, educational background and teaching experience; the meso factors (e.g. the languages and subjects taught, professional titles) are identified with the context-specific features at an institutional level; the macro factors are placed in a more general social context and normally associated with the regional and even national education moves or policies. They are interwoven with each other, challenge a CLIL teacher’s agency and influence their competencies. However, the recognition of these factors can help to better identify CLIL teachers’ professional growth needs, devise appropriate ways to improve their competencies and finally contribute to successful CLIL.

Conclusion

Regardless of the limitation that a non-probability sampling technique was adopted and thus prevented the researcher from generalising the findings to a wider population, the study can still be seen as one of the initiatives to bridge the CLIL research gap in the Chinese academia by focusing on teachers’ competencies in implementing this pedagogical approach. The results of the study are multifaceted, and various factors may shape CLIL teachers’ competencies of different types. In the process of professional development, the challenges confronting CLIL teachers can be varied, whether being linguistic, content-related, pedagogical, theoretical, cooperative or reflective. However, the identification of CLIL teachers’ profiles of professional competencies in accordance with the factors studied has underlined the need to establish an ecological milieu and a supportive network, wherein professional collaboration should be embraced among CLIL teachers of different profiles, information and resources should be shared amongst educational institutions, and support should be lent to the teachers who have just embarked upon their CLIL teaching journey. Continuous professional training programmes are essential to achieve this goal. The answer is straightforward: to help teachers better understand CLIL, identify the language and content learning needs, learn effective strategies to design and implement CLIL and become committed to lifelong learning. This can allow teachers to enhance their professional identities and students to reap the benefits of CLIL when teaching practices are effectively grounded in teachers’ exceptional competencies. The goal of the research is to open up new ways for keeping alive the sustainability of CLIL. To this end, ongoing research into teacher training needs is also a must, requiring Chinese researchers and scholars to endeavour to explore CLIL teachers’ dynamic agency in the long way ahead.

Note

  1. 985 and 211 mean Project 985 and Project 211 respectively, which are national projects initiated by the Chinese government to promote the development and reputation of Chinese HEPs and found world-class universities (Gu et al., 2018). It is believed that a 985 and/or 211 university is usually better than a non-985/211 HEP due to a higher admission threshold, more government support and larger educational resources (Lo & Pan, 2021).

Acknowledgement

Special thanks are extended to the participants of the study.

 

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Zhu, Y., & He, G. (2014). Analysis of the gender sex differences in working time and research time of university faculty and its mediation effect — Based on the statistics of national survey of scientists. Science and Society, 4(3), 86-100. https://doi.org/10.3969/j.issn.2095-1949.2014.03.014

Appendix: The Compilation of T-Tests and ANOVA Statisticss

LC CC PC
IV M SD Statistics Sig. M SD Statistics Sig. M SD Statistics Sig.
Gender Female 17.78 4.049 t = -1.461 .146 8.93 .667 t = -1.123 .263 32.48 2.518 t = 1.284 .201
Male 18.59 3.882 9.05 .925 31.98 3.007
Language taught English 18.09 3.928 t = -.347 .729 9.05 .818 t = 2.195 .029 35.98 2.639 t = 3.210 .002
LOTE 18.33 4.217 8.76 .673 29.43 2.880
Subject taught Economics 18.41 4.239 F = 2.101 .067 8.76 .619 F = 1.999 .080 31.63 3.206 F = 1.305

 

.271
Law 19.26 3.511 9.06 .818 32.09 2.234
Education 18.11 3.886 8.83 .568 32.11 2.447
History 16.60 3.645 9.13 .629 33.23 2.812
Literature 17.15 3.695 9.23 1.306 32.69 2.695
Science 18.63 4.978 9.13 .719 32.50 2.989
Affiliation Non-985/211 HEPs 17.35 3.895 t = -3.119 .002 8.84 .654 t = -2.422 .016 32.04 2.772 t = -1.034 .302
985 and/or 211 universities 19.05 3.910 9.11 .885 32.44 2.740
Highest level of degree Doctoral degree 17.91 4.001 t = -1.156 .249 9.13 .830 t = 3.587 .000 32.49 2.667 t = 1.667 .097
Master’s degree 18.58 3.946 8.72 .655 31.82 2.879
Educational background Language-related 19.04 3.844 F = 5.562 .004 8.88 .649 F = 2.195 .114 31.94 2.716 F = 1.377 .255
Content-related 17.31 3.771 9.07 .998 32.62 2.703
Both language and content-related 17.10 4.223 9.15 .770 32.50 2.909
Years of teaching CLIL Novice 17.50 3.986 t = -2.539 .012 8.84 .661 t = -2.431 .016 32.02 2.740 t = -1.112 .268
Proficient 18.90 3.869 9.11 .878 32.45 2.766
Professional title Teaching Assistant 18.32 4.182 F = 2.916 .35 8.77 .717 F = 2.122 .103 30.90 3.134 F = 4.875 .003
Lecturer 17.25 4.061 9.15 .953 32.80 2.713
Associate Professor 18.92 3.862 8.86 .693 32.61 2.401
Professor 19.11 3.428 8.94 .416 31.57 2.547

 

CFs ICC RDC
IV M SD Statistics Sig. M SD Statistics Sig. M SD Statistics Sig.
Gender Female 10.04 2.055 t = 1.303 .194 9.14 2.321 t = 2.691 .008 11.22 2.415 t = -2.477 .017
Male 9.68 1.951 8.29 2.180 12.20 3.249
Language taught English 10.06 2.083 t = 2.476 .014 8.66 2.292 t = -1.112 .267 11.91 3.078 t = 3.113 .002
LOTE 9.24 1.608 9.09 2.288 10.83 1.691
Subject taught Economics 9.25 1.787 F = 22.860 .000 8.94 2.275 F = 11.624 .000 10.96 1.876 F = 4.757

 

.001
Law 9.55 1.909 7.19 1.740 11.60 2.849
Education 12.49 1.067 8.51 2.525 14.14 4.131
History 9.73 1.258 10.43 1.524 10.73 1.660
Literature 8.96 1.280 8.65 2.097 10.81 1.266
Science 8.88 2.187 10.31 1.580 11.88 2.964
Affiliation Non-985/211 HEPs 9.71 1.973 t = -1.134 .258 8.02 2.248 t = -4.510 .000 10.84 1.719 t = -4.172 .000
985 and/or 211 universities 10.03 2.043 9.40 2.139 12.39 3.421
Highest level of degree Doctoral degree 10.20 2.092 t = 3.214 .002 8.98 2.253 t = 1.956 .052 12.11 3.226 t = 3.636 .000
Master’s degree 9.28 1.713 8.33 2.320 10.85 1.758
Educational background Language-related 9.73 2.054 F = 1.315 .265 7.90 2.240 F = 16.931 .000 11.17 2.240 F = 1.327 .353
Content-related 9.66 1.879 9.57 2.061 11.32 2.061
Both language and content-related 9.08 1.716 9.73 1.935 11.20 2.233
Years of teaching CLIL Novice 9.72 2.008 t = -1.013 .312 8.00 2.267 t = -4.562 .000 10.81 1.706 t = -4.114 .000
Proficient 10.01 2.016 9.40 2.120 12.40 3.396
Professional Title Teaching Assistant 10.04 2.055 t = 1.303 .194 10.32 1.301 F = 52.828 .000 10.87 1.765 F = 9.622

 

.000
Lecturer 9.68 1.951 9.94 1.884 11.33 2.495
Associate Professor 10.06 2.083 6.94 1.714 10.78 1.803
Professor 9.24 1.608 7.03 1.654 14.51 3.899

 

 

Apostol’s Creed: Unveiling the Political Fictions of Colonialism and Nation in the Diasporic Novel

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[wp-svg-icons icon=”user” wrap=”i”] Marikit Tara Alto Uychoco [wp-svg-icons icon=”envelop” wrap=”i”]  

Department of English and Comparative Literature, University of the Philippines Diliman, Quezon City, Philippines.

Rupkatha Journal, Vol. 14, Issue 1, January-March, 2022, Pages 1–11. https://doi.org/10.21659/rupkatha.v14n1.15

Abstract received:  8 Feb 2021 | Article received: 1 June 2021 | Revised: 12 August 2021 | Accepted: 6 Sept 2021 | First Published: 05 February 2022

(This article is published under the Themed Issue Contemporary East and Southeast Asian Literary and Cultural Studies)
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Apostol’s Creed: Unveiling the Political Fictions of Colonialism and Nation in the Diasporic Novel

Abstract

Gina Apostol is a Philippine-American writer whose novel, Insurrecto, gives important insights into the political fictions of colonialism and the nation-state. Using postmodern readings of metafiction and historiographic metafiction, as well as postcolonial readings of hybridity and postcolonial doubles, this paper will unearth the political fictions that were used by the United States in rationalizing the Philippine-American War, and the political fictions used by the Philippines in rationalizing extrajudicial killings. This paper follows the argumentation of Ania Loomba, who argues that nation-states have used the same violence as those used by colonizing powers, and that after the colonizing powers left, the nation-state excluded and silenced marginal peoples. Philippine-American Literature distinguishes itself against Asian-American Literature because it discusses the Philippine colonial experience under the U.S., lending itself to important reflections regarding hybridity, historiography, and solidarity.  This paper will use the postmodern theories of Patricia Waugh when it comes to metafiction, Linda Hutcheon’s and Michel Foucault’s theories regarding historiographic metafiction and suprahistorical history, and the postcolonial theories of Homi Bhabha and Gloria Anzaldua regarding hybridity.

Keywords: Philippine-American Literature, Diasporic Literature, Metafiction, Historiographic Metafiction, Hybridity.

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Traversing Paths/Pasts: Places of Filipino Philosophy

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[wp-svg-icons icon=”user” wrap=”i”] Hazel T. Biana [wp-svg-icons icon=”envelop” wrap=”i”]  

Department of Philosophy, De La Salle University, Manila, Philippines

Rupkatha Journal, Vol. 14, Issue 1, January-March, 2022, Pages 1–13. https://doi.org/10.21659/rupkatha.v14n1.08

Abstract received:  19 Feb 2021 | Complete article received: 3 June 2021 | Revised article received: 25 Aug 2021 | Accepted: 29 August 2021 | First Published: 05 February 2022

(This article is published under the Themed Issue Contemporary East and Southeast Asian Literary and Cultural Studies)
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Traversing Paths/Pasts: Places of Filipino Philosophy

Abstract

Place is a vital framework of human experience and is essential to the configuration of experience. It is more than the mere geography or arrangement of things in a particular spatial location. As a concept and not merely as a specific instance, place moulds human experience and contributes to the understanding of oneself and the world. Philosophers have long tackled the unravelling of these significant experiences, and the importance of theorizing about the place. As such, understanding philosophy also necessitates looking into its place. Regrettably, Filipino Philosophy has not yet been examined closely in this regard. To address this gap, this paper inquires about the development of Filipino Philosophy as it has been shaped by the places of its pioneers. It uncovers the connections between the development of Filipino thought and the places of Filipino philosophers who emerged in the 1970s-80s. By culling these philosophers’ paths/pasts, homage is paid to a significant resource often ignored, viz., the places of philosophy.

 Keywords: Philosophy of Place, Filipino Philosophy, Travel, Philippines

Rethinking, Narrating, Consuming Modern and Contemporary Southeast Asia

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[wp-svg-icons icon=”user” wrap=”i”] Jeremy De Chavez [wp-svg-icons icon=”envelop” wrap=”i”]

Department of English, Faculty of Arts and Humanities, University of Macau, Macau SAR, China.

Rupkatha Journal, Vol. 14, Issue 1, January-March, 2022, Pages 1–3. https://doi.org/10.21659/rupkatha.v14n1.01

Published: February 5, 202

(This editorial is published under the Themed Issue Contemporary East and Southeast Asian Literary and Cultural Studies)
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Rethinking, Narrating, Consuming Modern and Contemporary Southeast Asia

As this special issue would not have been possible without the generosity of certain individuals during these most trying times, this modest introduction must necessarily begin with gratitude. My co-editor, Yue Zhang, and I would like to express our sincerest thanks to the tireless and gracious people behind Rupkatha. It is because of their vision and efforts that Rupkatha has become a truly global journal of interdisciplinary Humanities, a home to many ideas that challenge and extend the borders of what it means to do Humanistic research in order to all the more properly respect its integrity. We hope that this special issue that features works from and about the East and Southeast Asian regions, along with their associated diasporic communities, will contribute to the noble vision of Rupkatha. We extend our gratitude to the numerous scholars who shared their expertise as peer-reviewers and whose generosity ensured the success of this special issue. We are also very grateful to our editorial assistants Mr. John, Fong Chi Chon and Mr. Chris, Miao Chi both of whom often went above and beyond the call of duty to ensure the smooth production of this special issue. Of course, we must also thank all those scholars, both established and up-and-coming, who responded to our call for submissions. The response to this special issue could only be described as overwhelmingly robust, which is indicative of the unquestionable vigor in the field of contemporary East and Southeast Asian literary and cultural studies. Indeed, the sheer diversity of the submissions makes it a challenge to collectively introduce the essays without the risk of taking away from their inevitable multiplicity by imposing an artificial thematic unity. Thus, while the concerns of the essays included in this issue cannot be fully contained within their assigned thematic categories, and by no means should be read exclusively within such, I shall nevertheless risk grouping them based on what I conceive to be their principal critical concern—that is to say, rethinking, narrating, consuming.

A substantial number of essays in this special issue have attempted to rethink concepts that have been ossified through convention by bringing them into contact with cultural texts from and about Southeast Asia, revitalizing both concept and cultural text in the process. Carlos Piocos’s “Women Trespassing Borders: Imaginaries of Cosmopolitanism from Below in Mia Alvar’s In the Country” interrogates dominant conceptions of cosmopolitanism by exploring “versions of cosmopolitanism from below” and in the process “examines the intersections and contradictions of class, gender and race in cosmopolitan imaginaries of mobilities in Southeast Asia.” Locating his theoretical intervention within the new materialist and decolonial turns, Christian Jil R. Benitez’s “Bagay: Articulating a new materialism from the Philippine tropics” examines Bagay poetry to “articulate a Philippine rendition of new materialism, through the notion of bagay” and its characteristic tropicality.  Extending his previous work on Chinese Filipino culture, Joseph Ching Velasco’s “From Private Eye to Public “I”:  The Chinese Filipinos in Charlson Ong’s Hard-Boiled Fiction” examines how a generic literary form is strategically disfigured when relocated in the postcolony so that it may speak to post-colonial and diasporic concerns. Hazel T. Biana’s “Traversing Paths/Pasts: Places of Filipino Philosophy” focuses on the concept of place in the work of selected Filipino philosophers to argue that place reveals “the trajectories of their type of philosophizing“ and thus played a significant role in the development of Filipino philosophy. Anton Sutandio’s “Skinned Performance: Female Body Horror in Joko Anwar’s Impetigore” examines the ambivalent status of the female body in cinema to argue that “the portrayal of non-traditional female characters suggests an attempt to challenge the mainstream patriarchal narrative in contemporary Indonesian horror cinema, and at the same time hints at the perpetuating subjectification of woman’s bodies.” Also focused on the representation of the body in cinema is Lynda Susana Widya Fatmawaty et al.’s “The Politics of Gendered Subjects in Indonesian Post-Reform Films.”

Some essays in this issue are critical inquiries into processes of narrating the nation, which as Homi Bhabha astutely observes, is a process that “does not merely draw attention to its language and rhetoric…but also…attempts to alter the conceptual object itself” (p. 18). Kavitha Ganesan’s “Which tongue? The Imported Colonial Standard or Motherland Vernacular? Exploring “Death” as the Birth of Postcolonial Malaysia in Muthammal Palanisamy’s Funeral Chant” examines two versions of a funeral chant (written in English and Tamil) to elaborate on how death functions as a “metaphor to the birth of the nation” with the aim of demonstrating how a form of narrative in-betweeness that emerges out of the process of translation becomes a way within which a “diasporic Indian’s ‘becoming’ national identity is reconstructed.” Louie Jon A. Sánchez’s “The Teleserye Story: Three Periods of the Evolution of the Filipino TV Soap Opera” posits that the teleserye (Philippine TV soap opera) is a cultural form that is “reflective of the country’s life and times, its evolution interconnected with the ebb and flow of Philippine history.” Niccolo Rocamora Vitug’s “Pop Song Translations by Rolando Tinio as Script and Subversion of the Marcos Regime” examines the arguably ambivalent and complicated politics of a Philippine National Artist by paying attention to his song translations. Jie Zeng and Tian Yang’s “English in the Philippines from the Perspective of Linguistic Imperialism” examines the advantages and disadvantages of the continued dominance of the colonial language in the Philippines. Marikit Tara Alto Uychoco’s “Apostol’s Creed: Unveiling the Political Fictions of Colonialism and Nation in the Diasporic Novel” revisits the tension between postcolonial studies and postmodern theory and attempts to locate global critique in a contemporary metafictional novel.

There are also essays included in this collection that are concerned with how markets impact cultural production, reception, and consumption. Maria Gabriela P. Martin’s “Autopoetics, Market Competence, and the Transnational Author” participate in what has seemingly become its scholarly genre: the critique of postcolonial studies. Her essay examines how “program fiction” standardizes texts marketed as postcolonial, a process that speaks to the “auratic authority of postcolonial studies in the First world literary marketplace.” Io Chun Kong’s “Revisiting theatre of the minoritarian in neoliberalism: The Embodied Memories in Denise Uyehara’s and Dan Kwong’s Auto-performances” examines how minoritarian artists negotiate to work in a neoliberal environment. Kong examines auto-performances not merely as forms of individual aesthetic expression but as a politics of multiculturalism.

We hope that the works included in this special issue become an invaluable and generative resource to scholars working in the field. The final words of gratitude must then be offered to the readers of Rupkatha for their dependably gracious gift of attention. Thank you.  

 References

Bhabha, H. (1990). “Introduction: Narrating the Nation,” Nation and Narration. London and NY:

Routledge. 14-30.

Jeremy De Chavez is Assistant Professor of Literatures in English in the Faculty of Arts and Humanities, University of Macau, Macau SAR, China.

 

Book Review: Affect, Narratives and Politics of Southeast Asian Migration by Carlos M. Piocos III

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Publisher: Routledge. Date of Publication: 2021. Language: English. ISBN: 9780367279165

Reviewed by

[wp-svg-icons icon=”user” wrap=”i”] Jose Kervin Cesar B. Calabias [wp-svg-icons icon=”envelop” wrap=”i”]

Department of Cultural Studies,  Lingnan University

Rupkatha Journal, Vol. 14, Issue 1, January-March, 2022, Pages 1–3. https://doi.org/10.21659/rupkatha.v14n1.19

Received: 27 April 2021 | Revised: 22 Oct 2021 | Accepted: 22 Oct 2021 | First Published: 05 February 2022

(This review is published under the Themed Issue Contemporary East and Southeast Asian Literary and Cultural Studies)
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Book Review: Affect, Narratives and Politics of Southeast Asian Migration by Carlos M. Piocos III

Carlos Piocos’s ground-breaking book, Affect, Narratives and Politics of Southeast Asian Migration published earlier this year by Routledge, provides an in-depth analysis of the intimate labour(ed) landscape of Filipina and Indonesian migrant workers in Hong Kong and Singapore, and how their (im)mobilities are not just hastened and aggravated by the neoliberal framework of global labor and the policies of their sending and receiving nation-states, but also in terms of the emotionality that circulates within the global care chains network. Piocos specifically turns our attention to the “felt” politics that emanate from films and fictions of and by Southeast Asian migrant workers and how these cultural productions create an affective economy that, according to him, is not just “sticky” as feminist critic Sarah Ahmed describes, but demonstrates varying viscosities of “thickening and thinning out,” reflecting a “messiness” of feelings that do not necessarily coalesce in these texts (p. 10).

The author tracts the unevenness of affect within the textual tropes of “belonging and displacement, shame and desire, vulnerability and victimization, and their sacrifices for their home and homeland” (p. 5) that are imbricated in the featured migrant print and visual media; Xyza Cruz Bacani’s photographs in her book, We are Like Air; the short stories of Indonesian migrant worker-writers, Susie Utomo, Erfa Handayani, Maria Bo Niok, Tiwi, Juwanna, Susana Nisa, Arista Devi, Indira Margareta and Etik Juwita; the novels Soledad’s Sister by Jose Dalisay and Sebongkah Tanah Retak (A Lump of Cracked Land) by Rida Fitria; the films Remittance by Patrick Daly and Joel Fendelman, Anthony Chen’s Ilo Ilo, Still Human by Oliver Chan Siu-Kuen, and from Filipino directors Mes de Guzman and Zig Madamba Dulay, Balikbayan Box and Bagahe, respectively; and migrant documentaries Mengusahakan Cinta (Effort for Love) by Ani Ema Susanti and Sunday Beauty Queen by Baby Ruth Villarama. These are structured into five chapters that illustrate the landscape and politics of migrant “feelings.” While each chapter focuses on a certain affect(s), these chapters “affect” each other by consciously aligning the discussions to connect structurally and emotionally. In this way, migrant feelings emanating from these cultural productions are not discrete emotional categories but are thickening and thinning out beyond the generic constraint and, by extension, permeating within the actual spaces and bodies of domestic migration in both countries. The analysis drawn across generic and formal considerations shows that “border crossing” among migrants does not just happen geographically but extends to the genres of migrant cultural production from which this “rhizomatic” quality merits equal attention. Piocos interfaces his close reading of these texts against the wider discourses impinging Southeast Asian migrant labour and how the affects teased out from these texts influence government “mood” and policy on domestic migration (such as in the featured opinions of Indonesian president Joko Widodo, former Philippine president Ninoy Aquino, and Hong Kong legislator, Regina Ip), reinforce or negate popular representations of migrant labourers, and ultimately show how the interiority of feelings can be harnessed to affect the on-going political movements and struggles of migrant workers in Singapore and Hong Kong. All these shows what Piocos argues as the migrant affective economy where these cultural productions and representations or “viral texts” (p. 156) are reiterated, reproduced, consumed, and/or repudiated by Filipina and Indonesian migrant labourers alongside the precarious narratives and politics of their supposed national heroism as bagong bayani or pahlawan devisa. From alienation and belonging discussed in the first chapter down to grief and/in anger, the book shows not just a spectrum of emotions and feelings, but the journey of migrant political identification that ends in the hopeful note of resistance borne by the on-going transnational migrant labour rights movement shaped and buoyed by an array of migrant affect, proving how “literary and visual texts can take on the political task of affecting a social movement” (Piocos, 2021, p. 167). In this way, Piocos highlights agency in the immobility of migrants by showing how these women subvert their precarious conditions through movement itself.

Overall, the strength of this book is not just how it pioneers the affective turn within migration and migrant studies that are classed, gendered, and racialized in predominant scholarly analyses and activisms, but how Piocos steers this intersection to account for the “thickening of emotionality” as migrant remittances accrue in nation-states whose coffers are bellied by their suffering. Begging the question, how do we turn suffering into empowerment? And while it sounds unfortunate that migrants need to be subordinated to come into the agency, this paradoxical, albeit violent, relationship is precisely what makes emotions, feelings, and subjectivities complex and therefore cannot be decoupled from the migrant subject formation. Non-representational theories such as affect and how Piocos highlights how cultural productions are “aesthetic mediations and political interventions” (p. 6) show how upward social mobility and/or migrant political struggle require fluid motions of emotional negotiations found in the interstices of being accepted in the home/host country against knowing one’s “place,” being allowed certain intimacies while wholeheartedly accepting exclusion, and accepting sacrifice as a necessary catalyst for radical change, all illustrated by the fictions and films featured in this book. Ultimately, this shows how emotionality and the viscosity from which it moves migrants are not just ambivalent, dichotomized, or even dialectically opposing but are contronymic, which is to say how these presumably subordinated, negative feelings of alienation, sexual othering, and sacrificial motherhood are understood to be the necessary affective drives to claim or arrive at positive migrant agency.

However, while there remains so much more to say about what this book can potentially “affect” in terms of migrant scholarship, it has ironically shown a minor shortcoming in what it has chosen to privilege. The cultural productions of fiction and film featured by Piocos in this book leave out the dynamism of the everydayness of lived “emotionality.” And there are clear opportunities from which this book could have benefitted from the equally “thick” description from ethnographic data such as the author mentioning his engagement with his network of Filipina and Indonesian domestics in his “Sunday group” from his stay in Hong Kong from 2012-2016 (p. 156) that informed much of his own “feelings” and textual analyses. It would have been equally fascinating if the researcher’s own ethnographic notes from this immersion or certain interviews conducted by him with these migrants as both subject and creator of these featured texts would have been included in the shaping of affect. While this book’s success can also be attributed to its material density where Piocos has analyzed 19 “texts” in total, the potential to further the affective through ethnographic detail remains. Arguably, emotions are made to be “trackable” within the curated frames and borders of these films and fictions, revealing how emotions can sometimes be predicated on or affected by the prevailing standard, rules, and/or conventions of a given genre, and this leaves the readers wanting to know more how they can observe and/or apprehend migrant emotions as actual lived experiences, vocabularies, and gestures in the field.

Perhaps the book’s possibilities can be an opportunity for scholars of varying levels of academic career to use this book not just as an illuminating introduction to Southeast Asian migration, affect theory, and emergent migrant fiction and film but as a field guide in ethnographic studies as well. As I write this review, I am also immersed in my own ethnographic work among Filipina migrant workers in Hong Kong and I can see how this book opens the possibility of tracking and apprehending these felt politics as gestures, discourses, and emotions that unfold and circulate in the field. This book also engages with critical ethnographic concerns such as adapting a certain sensitivity in decoupling our interlocutors from their perceived subordinate status and disengaging ourselves from the paternalistic intentions of well-meaning research for and about Southeast Asian migrants, and where the book’s resounding recognition of hope in migrant political movements can help ethnographic researches document a more nuanced migrant agency.

Reference

Piocos, C. M. (2021). Affect, narratives and politics of Southeast Asian migration. Routledge.

Jose Kervin Cesar B. Calabias is an Igorot Kankana-ey scholar from Baguio City, Philippines. He holds a BA and MA in Language and Literature from the University of the Philippines, and he is currently a PhD candidate of the Department of Cultural Studies at Lingnan University in Hong Kong where he is a recipient of the Hong Kong PhD Fellowship Scheme and the Belt and Road Scholarship awards. Before commencing his fellowship, he taught courses on literature and arts at De La Salle University in Manila, Philippines.

English in the Philippines from the Perspective of Linguistic Imperialism

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[wp-svg-icons icon=”users” wrap=”i”] Jie Zeng1 [wp-svg-icons icon=”envelop” wrap=”I”]  & Tian Yang

1School of Foreign Languages, Chendu Normal University, China.
2Department of International Exchange and Cooperation, Nanyang Normal University, China.

Rupkatha Journal, Vol. 14, Issue 1, January-March, 2022, Pages 1–12. https://doi.org/10.21659/rupkatha.v14n1.18

Abstract received:  27 Feb 2021 | Article received: 28 May 2021 | Revised: 14 Aug 2021 | Accepted: 11 Dec 2021 | First Published: 5 February 2022

(This article is published under the Themed Issue Contemporary East and Southeast Asian Literary and Cultural Studies)
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English in the Philippines from the Perspective of Linguistic Imperialism

Abstract

This essay analyses English linguistic imperialism (Phillipson, 1992, 46) in the Philippines and identifies the features of linguistic neo-imperialism in the current era. The study rethinks and investigates how English linguistic imperialism plays a dual role in promoting and destroying the Filipino linguistic ecology. The present situation of English imperialism analyzed in this essay shows that the new stage of English linguistic imperialism embodies language hegemony mainly driven by political influence and business interests. At present, English linguistic neo-imperialism is not confined within post-colonial territories but maintains and expands both the language’s positive and negative influences as the world’s lingua franca. The authors also discuss the Filipino ownership of English and whether linguistic imperialism is entirely applicable to the Philippine context. Evidence shows that the continuing use of English, to a great extent, is Filipinos’ choice, not only for the benefit of the United States.

Keywords: English linguistic imperialism, neo-imperialism, the Philippines.

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Pop Song Translations by Rolando Tinio as Script and Subversion of the Marcos Regime

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[wp-svg-icons icon=”user” wrap=”i”] Niccolo Rocamora Vitug [wp-svg-icons icon=”envelop” wrap=”i”]  

Faculty at the University of Santo Tomas and PhD Scholar at the College of Music, University of the Philippines, Quezon City, Philippines.

Rupkatha Journal, Vol. 14, Issue 1, January-March, 2022, Pages 1–21. https://doi.org/10.21659/rupkatha.v14n1.17

Abstract received:  10 Feb 2021 | Complete article received: 13 June 2021 | Revised article received: 14 Aug 2021 | Accepted: 6 Sept 2021 | First Published: 5 February 2022

(This article is published under the Themed Issue Contemporary East and Southeast Asian Literary and Cultural Studies)
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Pop Song Translations by Rolando Tinio as Script and Subversion of the Marcos Regime

Abstract

Philippine National Artist for Theater and Literature Rolando Tinio was well-known for his translations. Though attention is rightfully given to the theatrical works he translated into Filipino, he is also known to have translated songs. One of the enduring sets of song translations that he made are recorded in the album “Celeste,” rendered by the singer and actress Celeste Legaspi. This album was released in 1976, not long after the establishment of the Cultural Center of the Philippines (CCP). Then First Lady Imelda Romualdez Marcos had an interest in the arts, looking at it as something to uphold because it served a function in the vision of the Marcos regime. What I seek to problematize is how the song translations followed a script—in line with the ideas of music theorist Nicholas Cook—based on the said vision. Such a script, according to Michel Foucault, might be the locus of both obedience and subversion. The identification of this script will be done by a reading of a representative pop song translation by Tinio, in the context of other materials that elucidate the script of the time—from the former first couple and one who held a key position in their regime. The reading will be supported by a reading of Tinio’s last translation work, that of Nick Joaquin’s A Portrait of the Artist as Filipino, which was turned into a musical entitled Ang Larawan.

Keywords: music as script, translation, pop songs, Rolando Tinio, Teatro Pilipino, Marcos regime.

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From Private Eye to Public “I”: The Chinese Filipinos in Charlson Ong’s Hard-Boiled Fiction

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[wp-svg-icons icon=”user” wrap=”i”] Joseph Ching Velasco [wp-svg-icons icon=”envelop” wrap=”i”]  

Department of Political Science and Development Studies, De La Salle University, Manila, Philippines. 

Rupkatha Journal, Vol. 14, Issue 1, January-March, 2022, Pages 1–11. https://doi.org/10.21659/rupkatha.v14n1.16

Abstract received:  31 March 2021 | Article received: 1 August 2021 | Revised: 1 Sept 2021 | Accepted: 4 Sept 2021 | First Published: 5 February 2022

(This article is published under the Themed Issue Contemporary East and Southeast Asian Literary and Cultural Studies)
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From Private Eye to Public “I”: The Chinese Filipinos in Charlson Ong’s Hard-Boiled Fiction

Abstract

Charlson Ong’s Blue Angel, White Shadow (2010) is a hard-boiled fiction that revolves around the issues of crime, corruption, and death in a postcolonial Southeast Asian state. Predominantly dark, gloomy, and mysterious, the mood of the narrative establishes a strongly morose reading experience. The narrative world portrayed in the novel is simultaneously sorrowful and somber. Binondo, the historical ethnic Chinese epicenter of the Philippines, is depicted with excessive chaos and moral disarray. I argue that the novel has attempted to reshape the usual form of hard-boiled fiction by systematically interrupting the narrative’s serious and cynical tone. More specifically, humor was deployed by the author as a mechanism to intervene in the novel’s subscription to the norms of hard-boiled fiction. The novel puts into perspective different facets of Chinese Filipino identity mediated through the Philippine postcolonial landscape. Ultimately, I initiate a discussion on the intersection of Chinese Filipino literature, identities, diaspora, and genre theory. I maintain that Chinese Filipino literature, like the subject of the present inquiry, is borne out of the diasporic experience through collective histories and memories.

Keywords: Postcolonialism, Charlson Ong, Hard-Boiled Fiction, Chinese Filipino, Binondo, Manila.

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Skinned Performance: Female Body Horror in Joko Anwar’s Impetigore

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[wp-svg-icons icon=”user” wrap=”i”] Anton Sutandio [wp-svg-icons icon=”envelop” wrap=”i”]  

Department of English, Ateneo de Manila University, Quezon City, Philippines

Rupkatha Journal, Vol. 14, Issue 1, January-March, 2022, Pages 1–12. https://doi.org/10.21659/rupkatha.v14n1.14

Abstract received:  13 March 2021 | Article received: 30 April 2021 | Revised: 20 July 2021 | Accepted: 9 Sept 2021 | First Published: 05 February 2022

(This article is published under the Themed Issue Contemporary East and Southeast Asian Literary and Cultural Studies)
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Skinned Performance: Female Body Horror in Joko Anwar’s Impetigore

Abstract

This article discusses the 2019 Indonesian horror film, Impetigore (Perempuan Tanah Jahanam) directed by Joko Anwar. In 2021, Impetigore became the first Indonesian horror film to represent the country at the Academy Awards. This article focuses on the film’s mystification of the female body, which points towards gender relations. This research utilizes the concept of body horror, particularly relating to the skin, gender relations, and wayang mysticism. The findings show that the film metaphorically underlines the ongoing disconcerting perspective of contemporary Indonesian society on women’s embodied agency. The film’s portrayal of non-traditional female characters suggests an attempt to challenge the mainstream patriarchal narrative in contemporary Indonesian horror cinema, and at the same time hints at the perpetuating subjectification of woman’s bodies as a threatening yet desirable agency.

 Keywords: body horror, mystification, female body, Impetigore, Indonesian horror film

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