A Case Study of “Othering” in Japanese Schools: Rhetoric and Reality
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A Case Study of “Othering” in Japanese Schools: Rhetoric and Reality A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Mito Takeuchi June 2009 © 2009 Mito Takeuchi 2 This dissertation titled A Case Study of “Othering” in Japanese Schools: Rhetoric and Reality by MITO TAKEUCHI has been approved for the Department of Educational Studies and the College of Education by Francis E. Godwyll Assistant Professor of Educational Studies Renée A. Middleton Dean, College of Education 3 ABSTRACT TAKEUCHI, MITO, Ph.D., June 2009, Curriculum and Instruction, Cultural Studies A Case Study of “Othering” in Japanese Schools: Rhetoric and Reality (305 pp.) Director of Dissertation: Francis E. Godwyll The goal of the dissertation was to examine various diversity-related challenges domestic/indigenous minority and foreign students in Japanese junior high school encounter and to explore how the school provided for these students. One major problem in current Japanese schools is the gap between the homogeneous discourse embedded in the curriculum and multicultural realities that schools and communities are beginning to encounter with the increase in foreign residents. This study used a case study approach. The sources of data consisted of document analyses, classroom observations, and interviews. Two elementary schools and one JSL (Japanese as a Second Language) curriculum seminar were also selected to triangulate the data. Data were collected from mid-November, 2007, to early February, 2008. Content analyses were done with school-related documents and relevant national curriculum, teachers’ manuals, and textbooks. The most relevant subjects relating to diversity, namely social studies, a foreign language, and integrated studies, were selected as the focus. Classroom observations were done for a total of 58 periods in six different subject areas. Interviews covered 18 informants, including the school principal, teachers, a language counselor, students, and parents who provided personal stories related to multicultural experiences. All these data were analyzed inductively through the framework of the literature review and hegemony and social reproduction theories. 4 My findings among others revealed that the homogeneous policies and provisions are hegemonic to “others,” including domestic /indigenous minority and foreign students, as a result of placing their history and culture at the periphery. By highlighting the distance between ethnic Japanese and “others,” the hegemony of ethnic Japanese is reproduced. On the other hand, the study also showed that social interaction can change ethnic Japanese students’ perception of “others” in a positive direction. Another way of alienation was the exclusion of foreign residents, in Article 26 of the Constitution of Japan. Teachers adopted double standards in managing truancy cases among Japanese and foreign students depicting strong influences from Article 26. Double standards also applied to school provisions for individualized instruction between special- needs Japanese students and foreign students because of this article of the constitution. Approved: _____________________________________________________________ Francis E. Godwyll Assistant Professor of Educational Studies 5 DEDICATION I wish to dedicate this work to my mother, Mrs. Koh Takeuchi, my father, Mr. Keitarō Takeuchi, my two younger sisters, Ms. Asuka Tokiwa and Ms. Maho Takeuchi, and my grandmother, Mrs. Kofumi Takeuchi. ACKNOWLEDGMENTS encounter when, where who and with whom what kind of encounter they’ll have how will they meet that’s what’s important, I think (Aida Mitsuo, 2006) In my two years of dissertation writing experience, my thoughts have been strongly infused with intriguing dialogues I had with inspiring professors, and influential student-colleagues, as well as wonderful friends and family. Although dissertation writing needed lonely and isolating moments to condense my thoughts to writing, my perspectives have grown with these people whom I admire, respect, and love. Engaging dialogues always piqued my curiosity for learning. Therefore, I strongly believe that my dissertation was a collective process of these enriching dialogues and this is my joy to live with. I would like to give my sincere gratitude to my current advisor, Dr. Francis E. Godwyll who has constantly supported me in every step of this long process. I cannot express how much his commitment to me with his extensive time and energy guided me to believe in myself to do my best. His approach to students, and interaction with me, as well as his academic advice and caring attitude which he showed is the basis of my understanding of a caring relationship. 7 Special gratitude also goes to my former advisor, Dr. Rosalie Romano who has given me various empowering and inspiring advice, both in academic and personal matters, throughout my Ph.D. program in Cultural Studies since the fall quarter of 2004. Her commitment to my education and strong belief in my potential are also my model of a caring relationship. I also wish to thank two of my committee members, Dr. Eugene Ammarell and Dr. Ginger Weade, who have provided me with invaluable comments and feedback, as well as support in writing the dissertation. Their feedback assisted me in sharpening the literature review, my analyses and findings, and suggestions for policies. I am deeply appreciative of all my research participants in the Sakura, Ran, and Matsu schools, as well as a JSL curriculum seminar in Japan. Especially, I express my genuine appreciation to my gatekeeper, Mr. Yamano, and the school principal, Mr. Gotanda, who allowed me to do fieldwork in Sakura for the total of three months. Without it, this dissertation would not have been produced. I am also thankful for all my interview informants who shared their rich, lived experiences. Their passion for educating students and work ethic inspired me in so many ways. I also wish to thank my editor, Ms. Patricia Black, who has worked extensively with me to polish and refine my writing. I am very thankful for her excellent professional job, flexibility, and friendly attitude in working with me. Her advice for my revision enhanced my knowledge of grammatical and structural patterns in academic writing in English. Special thanks go to the many student-colleagues in the Cultural Studies Program of the Department of Educational Studies, as well as all close friends of mine who have 8 shared and survived various academic and social challenges together at Ohio University. I am especially grateful to the extensive support and encouragement of Dr. Sumiko Miyafusa, Dr. Collins Annin, Dr. Peter C. Ojiambo, Ms. Pittaya Paladroi-Shane, and Ms. Aki Nagaoka. Their friendship is irreplaceable. My deep gratitude also goes to my special friend, Mr. Kevin A. Williams who has given me incredible amount and time of support, care, and dedication to the many ups and downs of my life in the Ph.D. program, especially in my dissertation process. He have also played a significant role in posing questions on a daily basis, which clarified my multiple views and put these pieces together in writing. I cannot articulate how much I am grateful for his effort and patience in listening carefully to me and helping illuminate my views. Thanks to him, I was able to narrow down my research focus and complete this dissertation. Finally, I express my appreciation to all of my family: My mother, Mrs. Koh Takeuchi, my father, Mr. Keitarō Takeuchi, my two younger sisters, Ms. Asuka Tokiwa and Ms. Maho Takeuchi, and my grandmother, Mrs. Kofumi Takeuchi. They have allowed me to pursue my dream of obtaining a Ph.D. degree on the opposite side of the globe. I am very appreciative of all of their continuous support, encouragement, and love. Especially, I am genuinely grateful to my mother who has showered me with educational opportunities and experiences to make my dream come true. 9 TABLE OF CONTENTS Abstract ............................................................................................................................... 3 Dedication ........................................................................................................................... 5 Acknowledgments............................................................................................................... 6 List of Tables .................................................................................................................... 15 List of Figures ................................................................................................................... 16 List of Abbreviations ........................................................................................................ 17 Chapter 1: Introduction ..................................................................................................... 18 Background ........................................................................................................... 18 Statement of the Problem ...................................................................................... 22 Purpose of the Study ............................................................................................. 23 Research Questions ............................................................................................... 23 Significance of the Study .....................................................................................