Damian Rivers

DepartmentCenter for Meta-Learning
Specialized FieldsCritical Pedagogy / Applied Linguistics / Sociolinguistics / Structural Equation Modelling
Subjects in Charge
Academic BackgroundUniversity of Leicester, England
DegreePh.D Applied Linguistics / M.A Applied Linguistics / M.Sc Social Psychology
Personal HistoryGraduate School of Language and Culture, Osaka University
Starting Time of Employment2014/4/1

Research Contents

My research interests predominantly concern the notion of critical pedagogy and exposing the intricate workings of power and ideology within educational discourse, philosophy, policy and practice. More specific interests include multidisciplinary themes such as: critical applied linguistics, educational philosophy and theory, ethnographic methodologies, information and communication technologies, institutional power and discursive practices, identities and interaction, intergroup contact dynamics, language policies and pedagogy, nationalism(s), patriotism(s) and internationalism(s) of Japan, the native-speaker criterion and native-speakerism, representations of the self and other, structural equation modelling (SEM) and transcultural communication. I also supervise cohorts of distant learning students around the world enrolled on the M.A Applied Linguistics/TESOL programme at the University of Leicester, England. See http://www.djrivers.com for the most recent activity and full list of publications and presentations.

Attractive Factors of My Research


Major Books and Papers

1. Houghton, S.A., Rivers, D.J. and Hashimoto, K. (2017). Beyond Native-Speakerism: Current Explorations and Future Visions. New York: Routledge.

2. Rivers, D.J. and Zotzmann, K. (Ed.) (2016). Isms in Language Education: Oppression, Intersectionality and Emancipation. Berlin: Mouton De Gruyter.

3. Rivers, D.J. (2016). National Identification and Intergroup Processes: English Language Learner Motivation in Japan. Bristol: Multilingual Matters.

4. Rivers, D.J. (Ed.) (2015). Resistance to the Known: Counter-Conduct in Language Education. Houndmills: Palgrave Macmillan.

5. Rivers, D.J. and Houghton, S.A. (Eds.) (2013). Social Identities and Multiple Selves in Foreign Language Education. London and New York: Bloomsbury.

6. Houghton, S.A. and Rivers, D.J. (Eds.) (2013). Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters.
Book Chapters

7. Rivers, D.J. (2015). Cultural Essentialism and Foreigner-as-Criminal Discourse. In. F. Dervin and R. Machart (Eds.), Cultural Essentialism in Intercultural Relations (pp. 15-41). Houndmills: Palgrave Macmillan.

8. Rivers, D.J. (2015). The Self-Other Positioning of International Students in the Japanese University English Language Classroom. In A.H. Fabricius and B. Preisler (Eds.), Transcultural Interaction and Linguistic Diversity in Higher Education: The Student Experience (pp. 188-214). Houndmills: Palgrave Macmillan.

9. Rivers, D.J. and Ross, A.S. (2013). Uncovering Stereotypes: Intersections of Race and English Native-Speakerhood. In S.A. Houghton, Y. Furumura, M. Lebedko and L. Song (Eds.), Critical Cultural Awareness: Managing Stereotypes through Intercultural (Language) Education (pp. 42-61). Newcastle-upon-Tyne: Cambridge Scholars Publishing.

10. Rivers, D.J. (2011). The Internationalization of Japanese Higher Education Institutions: Implications for 2012 and Beyond. In C. Ward (Ed.), Language Education: An Essential for a Global Economy: Anthology Series 52 (pp. 237-257). Singapore: SEAMEO Regional Language Centre.

Journal Publications
11. Rivers, D.J. and Ross, A.S. (2013). Idealized English Teachers: The Implicit Influence of Race in Japan. Journal of Language, Identity and Education 12(5): 321-339.

12. Rivers, D.J. (2013). Labour Contract Law Amendments: Recruitment Indicative of Change? The Language Teacher 37(1): 68-71.

13. Rivers, D.J. (2012). Modelling the Perceived Value of Compulsory English Language Education in Undergraduate Non-Language Majors of Japanese Nationality. Journal of Multilingual and Multicultural Development 33(3): 251-267.

14. Rivers, D.J. (2011). Evaluating the Self and the Other: Imagined Intercultural Contact within a Native-Speaker Dependent Foreign Language Context. International Journal of Intercultural Relations 35(6): 842-852.

15. Rivers, D.J. (2011). Intercultural Processes in Accented English. World Englishes 30(3): 375-391.

16. McMillan, B.A. and Rivers, D.J. (2011). The Practice of Policy: Teacher Attitudes Toward "English-Only". System 39(2): 251-263.

17. Rivers D.J. (2011). Strategies and Struggles in the ELT Classroom: Language Policy, Learner Autonomy and Innovative Practice. Language Awareness 20(1): 31-43.

18. Rivers, D.J. (2011). Japanese National Identification and English Language Learning Processes. International Journal of Intercultural Relations 35(2): 111-123.

19. Rivers, D.J. (2011). Politics without Pedagogy: Questioning Linguistic Exclusion. ELT Journal 65(2): 103-113.

20. Rivers, D.J. (2010). Implicating the Role of Japanese National Identification: National Vitality, Community Appeal and Attitudes Toward English Language Learning in Context. Studies in Linguistics and Language Teaching 21: 101-122.

21. Rivers, D.J. (2010). Ideologies of Internationalisation and the Treatment of Diversity within Japanese Higher Education. Journal of Higher Education Policy and Management 32(5): 441-454.

22. Rivers, D.J. (2010). National Identification and Intercultural Relations in Foreign Language Learning. Language and Intercultural Communication 10(4): 318-336.

Message to Students

I am happy to supervise and work with graduate level students of any background who have a professional academic interest in the themes and topics detailed above. Feel free to email me directly for correspondance.