DOCSLIB.ORG

Student Journal of International Liberal Arts Akita International University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Student Journal of International Liberal Arts Akita International University 2 Student Journal of International Liberal Arts Akita International University 2020 July Volume 6 Message from the journal staff The Journal of International Liberal Arts, is published by the undergraduate students of Akita International University (AIU): The editors, designers, authors, and artists are all AIU undergraduates/graduates. Since 2010, this journal has sought to provide an opportunity for AIU scholars to exchange academic, opinion, and creative writings amongst their peers and to the broader community, promoting dialogue in the International Liberal Arts. This journal Volume 6 shares AIU scholars’ academic, literature, and opinion papers on a variety of topics, from politics, history, and education to the environment, economics, sociology and more. In addition, this is our first attempt to incorporate a new design, such as including student photography for the section dividers. We are ambitious in continuing our publications, and we cannot work without your support. The AIU journal team invites editors, designers, and AIU scholars to submit their paper for publication and to join our staff. It is our pleasure to share the works of our AIU scholars and artists. We hope you will enjoy the journal. Best regards, Student Editors: Luis Daruiz and Mako Kato Student Designer: Ayaka Kasai Faculty Advisor: Dr. Lee Friederich 3 4 Academic Essays PC: Mako Kato 5 ________________________________________________________________ Title: Discrimination towards Kikokushijo at Japanese Schools ​ Masaki Miyamura ________________________________________________________________ kikokushijo perceive the issue of Introduction ​ “Even though I am Japanese, they discrimination towards them in Japanese don’t see me as Japanese” (Participant A, environments, particularly at Japanese personal communication, July 5, 2018). schools. The quote above was extracted from an interview with a Japanese student who Literature review Kikokushijo, or Japanese returnees in lived in the United States from seven to nine ​ years of age, discussing his concerns of other words, are “students who return to being a kikokushijo. The Japanese term Japan after a prolonged sojourn abroad” ​ ​ kikokushijo refers to Japanese students who (Kanno, 2000). They are often the children lived overseas for several years, primarily of Japanese businessmen, primarily workers due to their parent’s occupation. After of small and medium-sized enterprises, and sojourning to their host country, the country government personnels who are stationed they resided in abroad, most of them return abroad (Perez, 2016; Kanno, 2000). Prior to to Japan as their parents have completed examining how Japanese returnees perceive their overseas assignment. As kikokushijo the issue regarding why they are treated ​ have lived in one or more countries other unfairly at Japanese schools, it is significant than Japan, they are excelled at viewing to identify several causes of the issue, including the school, peers, and kikokushijo current issues from different philosophical ​ and political perspectives, and being tolerant themselves. to cultures outside of Japan (Pollock and Kikokushijo are likely to be Reken, 2011). On the other hand, such discriminated against at Japanese schools, as students struggle in Japanese environments, the institutions do not provide sufficient especially at Japanese schools. Participant A levels of support to the students. As is one of the kikokushijo who have been kikokushijo return from an extended period ​ discriminated against by several Japanese of sojourn overseas, they are more familiar non-returnee students, by being ignored, for with their previously-resided-in- culture example. Although the number of Japanese compared to Japanese culture (Oosterbeek students living abroad increased from and Webbink, 2011). Thus, Japanese approximately 60,000 to 83,000 over the schools, as a place that provides education to students, are expected to assist kikokushijo past decade (Ministry of Foreign Affairs of ​ Japan, 2018), and over 10,000 students have in order for them to adapt or readjust to returned to Japan for over 30 consecutive Japanese culture. Many Japanese schools, years (E-Stat, 2018), the issue remains however, do not fully provide sufficient prevalent across Japan. This paper, support to develop the student’s weak points therefore, attempts to investigate how such as Japanese writing skills. In fact, the 6 school “systematically emphasizes to Japan. The principal reasons behind their kikokushijo’s ‘deficiencies’” (Kanno, 2000). sojourns are due to their parents’ job ​ The same author raises the English as a transfers (Kanno, 2000), not to the student. Second Language program (ESL) as one of This may augment the stress level for the the factors distinguishing Japanese returnees students, as they have to cope with the unfavorably from Japanese non-returnee cultural and linguistic gaps against their own students. ESL programs are implemented to will. The involuntary relocation particularly develop the English skills of Japanese affects the readjustment of those kikokushijo ​ students significantly to make such language who are obliged to re-enter Japan chiefly the second dominant language after due to the completion of their parents’ Japanese. According to Kanno (2000), overseas job assignment. As some however, the label “ESL student” implies kikokushijo would have experienced a the student’s deficiency in their English longer period of time living in the host proficiency. When kikokushijo enter such country, they would feel dissatisfied for ​ environments, particularly those who moving back to their home culture in Japan previously have lived in an (Kanno, 2000). Oosterbeek and Webbink English-speaking environment, they would (2011) stated the longer the students live come across a gap between their English abroad, the probability they will eternally abilities and the ESL program. Kikokushijo settle at the host country will increase. would be demotivated in studying for Students are also unable to transmit their ESL,as they possess immensely higher intercultural sojourn to students who do not English fluency, ultimately holding a sense share similar experiences (Kartoshkina, of isolation from their peers (Perez, 2016). 2015). Such concerns towards returning to The lack of learning support and cultural the home country demotivates the support (Saito, Hara, and Himeno, 2015) has kikokushijo, causing them to isolate ​ created physical and psychological barriers themselves from Japanese communities between kikokushijo and Japanese where group harmony is valued (Saito, Hara, ​ non-returnees. and Himeno, 2015). Treated dissimilarly to Japanese non-returnees may Japanese non-returnees, kikokushijo may be ​ discriminate against kikokushijo at Japanese reluctant to participate in the society they ​ ​ schools because they psychologically are returning to. recognize them as a different type of person to them. According to Yoshida et al. (2003), Research method In order to examine how kikokushijo Japanese non-returnees perceive their ​ differences with kikokushijo as a are discriminated against by non-returnees at ​ disadvantage. For instance, kikokushijo are Japanese schools, the researcher collected ​ ​ “racially” Japanese but some are not able to and evaluated responses from six speak Japanese like a native speaker. kikokushijo (three male and three female According to Takamori (2015), this students) at Akita International University produces a “cognitive dissonance” among (AIU) who graduated from Japanese high students. Along with their directness, schools. The guiding question to this study was: What perspectives do a group of kikokushijo are consequently stereotyped as ​ a “returnee” at Japanese schools (Yoshida et kikokushijo from Japanese high schools al., 2009). have on an issue of discrimination towards Discrimination towards kikokushijo kikokushijo? The research was based on an ​ at Japanese schools also derives from interview, comprising of twelve questions kikokushijo themselves, as they are and lasting for an average of 20 minutes. involuntarily relocated from the host country The interview focused essentially on encouraging the participant to reflect his or 7 her experiences of being treated unfairly was between three and twelve years of age. against Japanese non-returnees (see Out of five participants who lived in the Appendix A). After asking for their gender, United States, three had attended a hoshuko, ​ ​ research participants were requested to a weekend Japanese supplementary school indicate the places and ages they lived in the host country (Langager, 2002). overseas. The question considers Perez’s Several participants mentioned high levels statement (2016) that those who lived of English fluency and being capable of abroad during their teenage years accepting cultural, racial, and social experienced a greater degree of issues when diversities as the advantages of being a returning back home in comparison to those kikokushijo. For the question seeking for the ​ who lived abroad at a younger age. The participant’s view towards the issue of following question engaged the respondents discrimination, two agreed, three disagreed, to list several positive aspects of being a and one both agreed and disagreed. The kikokushijo in Japanese environments. As degree of discrimination towards students the research is focused towards the negative who attended integrated junior and senior features of being a kikokushijo, this question high schools decreased as they
Load more

Recommended publications
  • How Intercultural Experiences Created Identities of Returnees : a Comparison of Kikokushijo in the Taishou, Showa and Heisei Eras
    松山大学論集 第31巻第1号抜刷 2019年4月発行 How Intercultural Experiences Created Identities of Returnees : A Comparison of kikokushijo in the Taishou, Showa and Heisei eras Kaori Ono How Intercultural Experiences Created Identities of Returnees : A Comparison of kikokushijo in the Taishou, Showa and Heisei eras Kaori Ono 228 松山大学論集 第31巻 第1号 1．Introduction Increased mobility across countries and cultures has led to a global rise in the number of sojourning children（Ministry of Education, Culture, Sports, Science and Technology, 2016）. With this change, identity negotiation of the so-called kikokushijos warrants more attention. In Japan, most of the research on sojourning children has focused on challenges encountered by kikokushijos quite extensively （Ichikawa, 2004; Kanno, 2003; Kidder, 1992; Mcdonald, 1995/2011; Miyaji, 1985;Osawa,1986; Podalsky, 2009; Pollack & Reken, 2001/2009; Sueda2012）, in contrast, the dynamics of a successful reentry and the emotional factors these children experience when they transfer between schools with different cultural backgrounds during their developmental years has not received due attention. This study sought to fill this gap since a clearer understanding of this process will assist Japanese communities that accept kikokushijos to help their repatriation better. 2．Literature Review 2．1 Introduction To better understand the issues of kikokushijo［returnees］living in Japan, this paper will begin by first introducing empirical studies of cross-cultural values frequently referenced in the field of intercultural relations. Next, the term kikokushijo will be defined and the literature on previous studies of returnees will be examined. 2．2 Theories on the Adjustment of Individuals in Intercultural Contexts Berry’s acculturation model1）（Berry, 2005）explains the processes by which an individual either goes through cultural and psychological changes in an intercultural setting or actively resists such change.
    [Show full text]
  • Language Learners' Beliefs: Development and Change A
    LANGUAGE LEARNERS’ BELIEFS: DEVELOPMENT AND CHANGE A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree of Doctor of Education By Sakae Suzuki May, 2012 Examining Committee Members Marshall Childs, Advisory Chair, TESOL/CITE David Beglar, TESOL/CITE Mark Sawyer, External Member, Kwansai Gakuin University Tim Murphey, External Member, Kanda University of International Studies Masako Sakamoto, External Member, Bunka Gakuen University © Copyright 2012 by Sakae Suzuki iii ABSTRACT This longitudinal study was designed to provide an orderly account of how beliefs about English language learning develop among seven Japanese high school students, identify beliefs that are beneficial and interfering for language learning and the routes by which these beliefs are reached, and identify belief changes and their sources. Beliefs are defined as a cognitive representation about self and the world. They are situated in experiences and social context. Learner beliefs pertain to many aspects of language learning and come from multiple sources, including educational background, experience living overseas, peers, teachers, and persons met in chance encounters. The data for the study were collected from seven students attending a Japanese public high school. Beginning when the students were first-year high school students (10th graders), the data, which were drawn from in-depth interviews, journals, written reports, observations, and school records, form a qualitative multiple-case-study. Data gathering ended when the students chose a university in the third year of high school. There were five major findings. First, learners develop and modify their beliefs based on their life experiences inside and outside the classroom.
    [Show full text]
  • Ws \\ I: I, I; I\ Si
    x i: w s \\ i: i, i; i\ s i: FOURTH STREET AT CONSTITUTION AVENUE NW WASHINGTON DC 20565 . 737-4215/842-6353 FOR IMMEDIATE RELEASE MAJOR EXHIBITION OF JAPANESE ART AT NATIONAL GALLERY OF ART Exhibition To Appear Only In Washington WASHINGTON, August 25, 1988- The art of the daimyo, feudal lords who ruled the provinces of Japan for nearly 700 years, will be the focus of a new exhibition, Japan: The Shaping of Daimyo Culture 1185 - 1868, opening this fall at the National Gallery of Art. The exhibition will bring together more than 450 Japanese-owned works of art that express the values that helped shape the aesthetic ideals and social character of the Japanese nation in its feudal age. An unprecedented number of objects officially designated by the Japanese government as National Treasures, Important Cultural Properties and Important Art Objects will be on view in what will be the largest exhibition of its kind ever presented in the West, or even in Japan. This exhibition will appear only in Washington. Japan: The Shaping of Daimyo Culture 1185 - 1868 will be in the East Building of the National Gallery of Art, Oct. 30, 1988 through Jan. 23, 1989. The exhibition is organized by the National Gallery of Art, The Agency for Cultural Affairs of Japan, and The Japan Foundation. The R.J. Reynolds Tobacco Company, The Yomiuri Shimbun and The Nomura Securities Co., Ltd. made the exhibition possible. Japan Air Lines provided transport. The exhibition is supported by an indemnity from the Federal Council on the Arts and the Humanities.
    [Show full text]
  • Stony Brook University
    SSStttooonnnyyy BBBrrrooooookkk UUUnnniiivvveeerrrsssiiitttyyy The official electronic file of this thesis or dissertation is maintained by the University Libraries on behalf of The Graduate School at Stony Brook University. ©©© AAAllllll RRRiiiggghhhtttsss RRReeessseeerrrvvveeeddd bbbyyy AAAuuuttthhhooorrr... Mediating Trans/nationalism: Japanese ‘Jun’ai’ (Pure-Love) in Popular Media Representations A Dissertation Presented by I-Te Rita Sung to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Comparative Literature Stony Brook University August 2016 Stony Brook University The Graduate School I-Te Rita Sung We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. E. Ann Kaplan, Distinguished Professor, Dissertation Co-Advisor Cultural Analysis & Theory Krin Gabbard, Professor Emeritus, Dissertation Co-Advisor Cultural Analysis & Theory Jeffrey Santa Ana, Associate Professor, Chairperson of Defense Cultural Analysis & Theory and English Department Leo T.S. Ching, Outside Member, Duke University, Department of Asian and Middle Eastern Studies Aaron A. Gerow, Outside Member, Yale University, Department of East Asian Languages and Literatures This dissertation is accepted by the Graduate School Nancy Goroff Interim Dean of the Graduate School ii Abstract of the Dissertation Mediating Trans/nationalism: Japanese ‘Jun’ai’ (Pure-Love) in Popular Media Representations by I-Te Rita Sung Doctor of Philosophy in Comparative Literature Stony Brook University 2016 Since the beginning of the 21st century, the jun’ai (pure-love) genre has flourished in Japan, both in works of popular literature and in film. This phenomenon coincides with a time when the country is seen by the media as being characterized by soshitsukan (sense of loss).
    [Show full text]
  • Discourse and Practice
    Educational Studies in Japan: International Yearbook No. 12, March, 2018. pp. 35-48 Patterns of variations in the ‘internationalising education’ discourse and practice Kaori H. Okano* This paper examines variations and shifts of emphasis in the ‘internation- alising education’ discourse and practice, and attempts to identify patterns in these variations. By examining two sectors, compulsory education and univer- sities, it identifi es four main strands of discourse: (1) international (understand- ing) education (kokusai rikai kyôiku) in the form of engagement with other (of- ten Western) countries; (2) domestic internationalisation (uchinaru kokusaika); (3) human rights education (jinken kyôiku) for zainichi Koreans; and (4) global human resources and competitiveness in the global arena. Each of the four strands has been taken up to differing degrees, in varying combinations over time, in discussing internationalisation. The paper shows how each of these strands has made a ‘connection’ to one of the other strands, depending on the sector, the level of educational administration and specifi c local circumstances; and in so doing over time how they have lead to varying discourses and prac- tices. This advances our understanding of the discourse of ‘internationalisation’ in education as a historical product that is still a work in progress. Keywords: Internationalisation; education; Japan; multiculturalism The term kokusaika, translated into English as ‘internationalisation’, has been a catchall phrase widely used in the government, business, academic and public discourse in the last fi ve decades. It has often been interpreted differently in specifi c localities, sectors of the soci- ety (e.g., business, social welfare, education), and levels of public administration (e.g., na- tional, prefectural, municipal, township).
    [Show full text]
  • Fakten Und Zahlen
    Fakten und Zahlen Ländername Der japanische Landesname Nippon bzw. Nihon setzt sich aus den Bestandteilen „ni“ für Sonne oder Tag und „hon“ für Ursprung oder Wurzel zusammen. Zusammen ergibt sich das „Land der aufgehenden Sonne“, als das Japan auch bekannt ist. Der Begriff kann sowohl „nippon“ (eher formal) als auch „nihon“ (eher Alltagssprache) ausgesprochen werden. Lage und Natur Japan liegt östlich vom asiatischen Festland, etwa auf gleicher Höhe wie Nord - und Süd - Korea; weitere Nachbarn sind China, Taiwan und Russland. Die Inselkette liegt im nordöstlichen Pazifik sowie im japanischen, philippinischen und ostchinesischen Meer. Japan erstreckt sich vom 45. Breitengrad im Norden (Hokkaido) zum 20. Breitengrad im Süden (Atoll Okinotorishima). Neben über 6.800 kleinen Inseln besteht Japan aus vier Hauptinseln (von Nord nach Süd): Hokkaido, Honshu, Shikoku und Kyushu. Von den vier Hauptinseln ist Honshu die größte. Sie nimmt 61 Prozent der Gesamtfläche ein. Hokkaido kommt auf 21 Prozent, Kyushu auf 11 Prozent und Shikoku auf 5 Prozent der Fläche. Japan ist mit einer Fläche von 377.923 Quadratkilometern etwas größer als Deutschla nd (357.046 Quadratkilometer) und etwas kleiner als Kalifornien (423.970 Quadratkilometer). (Quellen: Statistisches Bundesamt Deutschland, 2006; Statistikamt des japanischen Innenministeriums, 2008) Japan ist gebirgig (61 Prozent), hügelig (12 Prozent) und bewaldet (66 Prozent). Stadt - und Industriegebiete sowie landwirtschaftliche Nutzflächen drängen sich auf nur einem Viertel der Gesamtfläche in den Ebenen und an den Küsten zusammen. Quelle: Geographical Survey Institute , Ministry of Land, Infrastructure and Transport, Japan Coast Guard Klima Japans etwa 3.800 km lange Inselkette erstreckt sich über verschiedene Klimazonen. Während Hokkaido mit schneereichen Wintern und e her kühlen Sommern subarktisch geprägt ist, herrscht auf der südlichen Insel Okinawa subtropisches Klima.
    [Show full text]
  • Kamakura Period, Early 14Th Century Japanese Cypress (Hinoki) with Pigment, Gold Powder, and Cut Gold Leaf (Kirikane) H
    A TEACHER RESOURCE 1 2 Project Director Nancy C. Blume Editor Leise Hook Copyright 2016 Asia Society This publication may not be reproduced in full without written permission of Asia Society. Short sections—less than one page in total length— may be quoted or cited if Asia Society is given credit. For further information, write to Nancy Blume, Asia Society, 725 Park Ave., New York, NY 10021 Cover image Nyoirin Kannon Kamakura period, early 14th century Japanese cypress (hinoki) with pigment, gold powder, and cut gold leaf (kirikane) H. 19½ x W. 15 x D. 12 in. (49.5 x 38.1 x 30.5 cm) Asia Society, New York: Mr. and Mrs. John D. Rockefeller 3rd Collection, 1979.205 Photography by Synthescape, courtesy of Asia Society 3 4 Kamakura Realism and Spirituality in the Sculpture of Japan Art is of intrinsic importance to the educational process. The arts teach young people how to learn by inspiring in them the desire to learn. The arts use a symbolic language to convey the cultural values and ideologies of the time and place of their making. By including Asian arts in their curriculums, teachers can embark on culturally diverse studies and students will gain a broader and deeper understanding of the world in which they live. Often, this means that students will be encouraged to study the arts of their own cultural heritage and thereby gain self-esteem. Given that the study of Asia is required in many state curriculums, it is clear that our schools and teachers need support and resources to meet the demands and expectations that they already face.
    [Show full text]
  • Trans-Gender Themes in Japanese Literature from the Medieval to Meiji Eras
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses Dissertations and Theses July 2017 Trans-gender Themes in Japanese Literature From the Medieval to Meiji Eras Jessica Riggan University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/masters_theses_2 Part of the Japanese Studies Commons Recommended Citation Riggan, Jessica, "Trans-gender Themes in Japanese Literature From the Medieval to Meiji Eras" (2017). Masters Theses. 532. https://doi.org/10.7275/10139588 https://scholarworks.umass.edu/masters_theses_2/532 This Open Access Thesis is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Trans-Gender Themes in Japanese Literature from the Medieval to Meiji Eras A Thesis Presented by Jessica Riggan Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2017 Japanese Asian Languages and Cultures Trans-Gender Themes in Japanese Literature from the Medieval to Meiji Eras A Thesis Presented By JESSICA RIGGAN Approved as to style and content by: Stephen Miller, Chair Amanda Seaman, Member Bruce Baird, Member Bruce Baird, Unit Director Japanese Languages and Cultures Part of the Department of Languages, Literatures, and Cultures William Moebius, Department Head Department of Languages, Literatures, and Cultures ACKNOWLEDGEMENTS I would like to thank my thesis advisor, Professor Stephen Miller, for his continued guidance and patience during my thesis-writing process.
    [Show full text]
  • Samurai) Cuisine in Early Modern Period
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by KU ScholarWorks EARLY MODERN JAPAN 2008 Banquets Against Boredom: ingredients and methods of cooking that signified “an imagined national identity and Towards Understanding cultural homogeneity” lacking in the early 4 (Samurai) Cuisine in Early modern period. From this standpoint, “cuisine” in early modern Japan can only be defined in Modern Japan negative terms by what was absent. Cwiertka, while recognizing a “differentiated gastronomy” © Eric C. Rath, University of Kansas1 in urban areas, nevertheless describes diet in the early modern period as “austere” and monotonous—in other words boring—in contrast “The pleasures of the table belong to all to the variety of foods available in Japan today, a times and all ages, to every country and view echoed by other culinary historians.5 every day; they go hand in hand with all our But before we dismiss cuisine in early other pleasures, outlast them, and remain to modern Japan entirely it might be useful to think console us for their loss.” more about other meanings of the term besides —Jean-Antheleme Brillat-Savarin, 2 inextricably linking it with modernity. Another The Physiology of Taste approach to cuisine is to put aside references to traits that would have been anachronistic for the early modern period and look for other ways that Recent definitions of “Japanese cuisine” cooking and eating generated meanings. Even by designate it as a modern category and imply that Cwiertka’s definition it is not just cooking there was nothing similar in the early modern techniques and ingredients that designate a period (1600–1868), but is that necessarily the cuisine, it is also about the ability of foods to case? Certainly the words for Japanese cuisine evoke cultural meanings like national identity.
    [Show full text]
  • Part One: the Essentials of Society: Men and Women 1
    Notes PART ONE: THE ESSENTIALS OF SOCIETY: MEN AND WOMEN 1. In terms of fixed wages, Labour Ministry figures for 1994 show men to earn more than half as much again (161 per cent) as women (Asahi Shimbun Japan Almanac 1997, p. 100). After recruitment (when the gap in pay is smallest) men generally go on a ‘career escalator’, whereas women go on a ‘clerical escalator’. Career path and promotional opportunities are affected, among other things, by educational attain- ment. Whereas numerically a smaller percentage of matriculating male students (43 per cent) than female students (48 per cent) proceed to some form of tertiary education, a majority of females (52 per cent)— and almost no males (5 per cent)—merely attend a short-term junior college as opposed to a regular university, meaning that males typically have much stronger qualifications (Ministry of Education figures, in Asahi Shimbun Japan Almanac 1997, p. 240). 2. Management and Coordination Agency figures, in Asahi Shimbun Japan Almanac 1997, p. 48. 3. See for example Okonogi 86, p. 1. 4. See Smith 83, p. 128, for a vivid illustration of the often extreme degree of prioritisation of the company over self. Smith recounts an incident in 1979 when a male worker successfully tackled a robber. He had not realised that the robber was in fact armed with a knife, and when asked by the television news reporter if he would still have tackled the robber if he had known this, he replied that he wouldn’t have, because he might have been injured, had to take time off work as a result, and thereby inconvenience his company.
    [Show full text]
  • Possibilities and Constraints of Immigrant Students in the Japanese Educational System
    ED/GEMR/MRT/2018/P1/41/REV Background paper prepared for the 2019 Global Education Monitoring Report Migration, displacement and education: Building bridges, not walls POSSIBILITIES AND CONSTRAINTS OF IMMIGRANT STUDENTS IN THE JAPANESE EDUCATIONAL SYSTEM This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2019 GEM Report, Migration, displacement and education: Building bridges, not walls. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2019 Global Education Monitoring Report, Migration, displacement and education: Building bridges, not walls”. For further information, please contact [email protected]. Tomoko Tokunaga 2 0 1 8 Japan has a small but increasingly visible immigrant population, especially in the context of an aging Japanese population and a declining native cohort of children. Given the lack of a national education policy, integrating immigrant children into the Japanese education system has been a challenge. Nevertheless, while educational problems such as high rates of non-attendance, low progression rates, and high dropout rates among immigrant students have been reported, there has been a gradual improvement in educational attainment as seen in the increase in the numbers of students who graduate from colleges and secure permanent jobs. The purpose of this paper is to examine the Japanese education system and its policies toward immigrant students, and to explore the educational experiences of these students by looking across ethnicity, socio-economic status, gender, and educational types and levels.
    [Show full text]
  • Medieval Japan Through Art: Samurai Life in Medieval Japan
    www.colorado.edu/ptea-curriculum/imaging-japanese-history Medieval Japan Through Art: Samurai Life in Medieval Japan by Jaye Zola, Retired Teacher and Librarian, Boulder Valley Schools Introduction: Teachers are encouraged to read “Medieval Japan: An Introductory Essay,” by historian Ethan Segal, prior to conducting this lesson. The introductory essay may also be assigned to students with advanced reading abilities (grades 11-12). The essay provides context for this lesson by sketching the history of medieval Japan. Medieval Japan saw warfare and chaos. The growth of the warrior class and the influence of Buddhism eventually gave rise to a refined culture having roots in the classical Japanese tradition. The time period referred to as medieval Japan actually comprised three distinct periods: the Kamakura (1185-1333), Muromachi (1336-1573), and Momoyama (1568-1603). Beginning with the Kamakura through the mid-19th century, military rulers governed Japan. During the Muromachi and Momoyama, the feudal structure concentrated wealth, culture, and power in the hands of feudal lords called daimyō. The social structure of samurai as retainers to noble lords enabled a few powerful daimyō to eventually be shogun or the military ruler. This lesson is designed to challenge the view of sword-wielding samurai of U.S. movies. Rather than focusing on one particular art form, this lesson uses a variety of images from scrolls, screens, and artifacts. Using these visual sources, students learn about the three different periods of medieval Japan. Adding to the visual record of this time period, literature selections bring the voice of the samurai into the historical account.
    [Show full text]