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Human Rights Education in Asia-Pacific Volume
HUMAN RIGHTS EDUCATION IN ASIA-PACIFIC VOLUME ONE Human Rights Education in Asia-Pacific—Volume One Published by the Asia-Pacific Human Rights Information Center 2-8-24 Chikko, Minato-ku, Osaka 552-0021 Japan Copyright © Asia-Pacific Human Rights Information Center, 2010 All rights reserved. The views and opinions expressed by the authors in this publication do not necessarily reflect those of HURIGHTS OSAKA Printed and bound by Takada Osaka, Japan HUMAN RIGHTS EDUCATION IN ASIA-PACIFIC VOLUME ONE Acknowledgment We thank all the authors for contributing the articles in this inaugu- ral volume of Human Rights Education in Asia-Pacific. We appreciate very much their willingness to share their experiences through this publication. We acknowledge Jefferson R. Plantilla for editing this volume. We also acknowledge Fidel Rillo of Mind Guerrilla Inc. for designing the lay-out and doing the lay-out itself. Table of Contents Acknowledgment 4 Foreword 7 Introduction 8 EXPERIENCES Community to Community Exchanges: Breaking the Isolation 11 Asian Coalition for Housing Rights Arts and Creativity in Child Protection Work 27 Brian Jungwiwattanaporn Human Trafficking Prevention in the Greater Mekong Sub-region 37 International Labour Organization – Asia-Pacific Regional Office EarthRights International Mekong School: Promoting Public Participation in Mekong Basin Development 52 EarthRights International Training HIV Positive People as Advocates 63 Pacific Islands AIDS Foundation Child Development and Youth Leadership Program 74 Insan Foundation Motivating and Empowering Adolescent Girls in Bangladesh 84 PHREB Legal Literacy: Social Empowerment Towards Democracy and Good Governance 94 Jananeethi Youth and Adult Education for Social Change in the Philippines: Linking Education with NGOs, Social Movements and Civil Society 111 Rey Ty 6 Engaging Non-State Armed Groups Through Human Rights Education: Experience with Youth from Southern Philippines 138 Ryan V. -
Speakeasy 30
SpeakeasyDecember 2018, Volume 30 Insights into Culture and Language Learning across Three Contexts Integrating Intercultural Communication into the Language Classroom The Permanent Guest The Transition from ALT to University Teacher Eikaiwa and Stigma in Japanese ELT My Language Learning History for Reading in a Second Language Contents Introduction A New Direction?.…………………………………………………………………..……………………………………………….….….….…3 Articles With the Currents of the Wabash, Napo and Tone Rivers: Insights into the Relationship between Culture and Language Learning Across U.S., Amazonian and Japanese FL Classrooms………………………………………………………………………………………………….…………4 by Christopher M. Baumunk Integrating Intercultural Communication into the Language Classroom ……………………….……..……11 by Tomoko Yoshida, Bipin Indurkhya, John Larson, Jon Dujmovich, Barry Keith The Permanent Guest………………………………………………………………..…………………………………………………….…22 by Phillip Alixe Bennett Assessing and Reinforcing Values: The Transition from ALT to University Teacher…………….26 by Steve Ferrier Too Close for Comfort: Eikaiwa and Stigma in Japanese ELT……………………………..…………………….32 by Daniel Hooper My Language Learning History for Reading in a Second Language…………………………………………39 by Akiko Fujii Book Review Gyakuten no Ryuugaku (Studying Abroad to Start Over)…………………………………………….…….….……43 by Antonija Cavcic ISSN 1346-6798 Speakeasy Volume 30 (2018) Periodical: Annual Date of Publication: December 2018 Cover Photo: First Steps courtesy John Larson Submissions Editor: Richard J. Sampson Copy Editors: Richard J. Sampson & John Larson Published by the Gunma Chapter of the Japan Association for Language Teaching Copyright © Contributors 2018. All articles contained herein are copyrighted by their respective authors and cannot be reproduced or distributed without permission. A New Direction? By Richard J. Sampson Late in 2017, Ray Hoogenboom but just did not know where to begin. approached me about the possibility of Following, Phillip Bennet interrogates taking over the editing of Speakeasy. -
Discrimination and Hate Speech Against North Korean Schools in Japan12
DISCRIMINATION AND HATE SPEECH AGAINST NORTH KOREAN SCHOOLS IN JAPAN12 Bruno Alexandre Carvalho3 Lilian Yamamoto4 Resumo: Esse artigo ilustra a discriminação sofrida por escolas étnicas no Japão, especialmente aquelas destinadas a crianças coreanas, que enfrentam grandes obstáculos para gozar de seus direitos à educação, incluindo falta de subsídios para suas escolas e isenção de impostos para doadores. Ele também discute a ascensão do discurso de ódio por parte de grupos nacionalistas de direita contra essas escolas e seus alunos, assim como a ineficácia das atuais medidas governamentais para conter esse comportamento. Palavras-chave: Chôsen Gakkô, Discurso de Ódio, Kakushu Gakkô, Zaitokukai, Zainichi. Abstract: This paper illustrates the discrimination suffered by ethnic schools in Japan today, especially those aimed at Korean children, who face great obstacles to appreciate their rights to education, including a lack of subsidies to their schools and tax exemption opportunities for donators. It also discusses the rise of hate speech from right-wing nationalist groups towards these schools and their students, and the ineffectiveness of current governmental measures to suppress such behavior. Keywords: Chôsen Gakkô, Hate Speech, Miscellaneous Schools, Zaitokukai, Zainichi Korean. 1 Artigo submetido em 9/10/2018 e aprovado em 13/12/2018. 2 A pesquisa para a elaboração deste artigo foi realizada com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes). 3 Mestrando do Programa de Pós-Graduação em Língua, Literatura e Cultura Japonesa (PPGLLCJ) da Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH) da Universidade de São Paulo e Bacharel em História, Universidade de São Paulo (USP), São Paulo, Brasil; [email protected] (ORCID iD: https://orcid.org/0000-0002-9592-2918). -
CURRICULUM VITAE Itsuko Hasegawa As of January, 17
□CURRICULUM VITAE Itsuko Hasegawa As of January, 17 □CAREER HISTORY 1964 Graduated from Department of Architecture, Kanto Gakuin Univ. 1964-69 Worked in office of Kiyonori Kikutake 1969-71 Research student in Department of Architecture, Tokyo Institute of Technology 1971-78 Worked as an assistant of Kazuo Shinohara Atelier in Tokyo Institute of Technology 1979 Established Itsuko Hasegawa Atelier 1988-90 Lecturer at Waseda University 1989-92 Lecturer at Tokyo Institute of Technology 1992-93 Visiting Professor at Harvard University Graduate School of Design 1997 Honorary Fellows of RIBA 1999-01 Visiting Professor at Housei University 2001- Visiting Professor at Kantogakuin University 2006 Honorary Fellows of FAIA □PRIZES 1986 The Prize of Architectural Institute of Japan for design 1986 First Prize, Open Competition for Shonandai Cultural Center, Fujisawa 1986 Japan Cultural Design Award 1989 First Prize, Invited Competition for the Urban Scape in Shiogama 1990 Avon Arts Award 1990 First Prize, Invited Competition for Sumida Culture Factory, Tokyo 1991 First Prize, Cultural Award of Residential Architecture in Fukuoka 1992 BCS Prize for Shonandai Cultural Center, Fujisawa 1992 First Prize, Hospital Architecture Award 1993 First Prize, Proposal Competition of Niigata City Cultural Hall and Area Development 1995 First Prize, Invited Competition of Kurahashi-Machi Town Center,Hiroshima 1995 First Prize, Invited Competition of Shiogama-City Town Center, Miyagi 1996 First Prize, Proposal Competition of Ishihara Public Housing Rebuilding Project -
Multicultural and Multiethnic Education in Japan
Educational Studies in Japan: International Yearbook No.4, December, 2009, pp.53-65 Multicultural and Multiethnic Education in Japan NOMOTO, Hiroyuki* In Japan, the Ainu people have been living mainly in Hokkaido and many Koreans continue to live since the end of the World War Two. Since 1990’s, the number of migrant workers has increased rapidly. In this sence, Japanese soci- ety has been multicultural and multiethnic. However, those minority groups have been strictly discriminated against in Japanese society and in schools, they have not been given opportunities to multicultural and multiethnic education. Against the ignorance of their culture and language, those minority groups established their own schools apart from existing school system to educate their children with pride of their own culture and language. Today those interna- tional and ethnic schools have an important role in providing foreign children with alternative education. Then, those schools have to be supported financially by the Government. The struggle of the Ainu people to establish their own school should be also supported by the Government, since the Ainu people have been recognized as an indigenous people by the Japanese Government. With globalization, the number of foreign students has rapidly increased in public schools. In order to respond to the educational needs of those chil- dren, the educational authorities have begun to provide them with special pro- grams for teaching Japanese as a Second Language (JSL) and with native language instruction. Concerning JSL programs, the period of the program should be extended to more than 5 years. It is too short to develop cognitive/academic language proficiency (CALP). -
Please Read This Book Before Coming to Japan
表４ 表１ JET プログラム参加者用ハンドブック Please read this book before coming to Japan. 来日前に必ずこの冊子を読んでください。 撮影地 新倉山浅間公園（山梨県富士吉田市） Arakurayama Sengen Park (Yamanashi Prefecture Fujiyoshida City) Designed by Amari JET プログラム参加者情報・JET Programme Participant Information 名前 Name JET 番号 JET No. 勤務先情報・Workplace Information 任用団体 Contracting Organisation 住所 Address 電話番号 FAX 番号 Telephone No. FAX No. E メール E-mail 担当者氏名 Supervisor’s Name 緊急通報用電話番号・Emergency Phone Numbers 警察 Police ･･･････････････････････････････････････････････････････････････････ 110 救急車/消防 Ambulance/Fire ･･･････････････････････････････････････････････････ 119 警察相談ダイヤル Police Consultation Centre ･･･････････････････････････････････････ #9110 緊急通報時に役立つフレーズ・Emergency Phrases JET プログラムの Web ページにはたくさんの情報があります 警察・Police Tasukete kudasai! (Please help!) Useful information can be found on the JET Programme’s website. ________________ ga nusumaremashita. (My_________________has been stolen.) Jūsho wa _________________ desu. (My address is _________________.) Namae wa _________________desu. (My name is _________________.) CLAIR ニュースはかならずよみましょう Denwa bangō wa___________ desu. (My telephone number is ____________.) 救急車/消防・Ambulance/Fire Please be sure to always read CLAIR News. Kaji desu! (Fire!) Jiko desu. (There has been an accident.) Kyūkyūsha wo onegai shimasu. (Send an ambulance, please.) Jūsho wa _________________ desu. (My address is _________________.) ** CLAIR News is a newsletter in Japanese and English that is e-mailed to current JET Namae wa _________________desu. (My name is _________________.) participants -
Globalisation and Its Effects on Team-Teaching
Globalisation and Its Effects on Team-Teaching Globalisation and Its Effects on Team-Teaching By Naoki Fujimoto-Adamson Globalisation and Its Effects on Team-Teaching By Naoki Fujimoto-Adamson This book first published 2020 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2020 by Naoki Fujimoto-Adamson All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-4833-3 ISBN (13): 978-1-5275-4833-6 TABLE OF CONTENTS Abbreviations ........................................................................................... vii Preface ..................................................................................................... viii Chapter One ................................................................................................ 1 Introduction 1.1 Aims and Scope of the Study .......................................................... 1 1.2 Historical Context ........................................................................... 7 1.3 Research Questions ....................................................................... 18 1.4 The Chapters of this Book ............................................................ 21 Chapter Two ............................................................................................ -
Toyo Eiwa Jogakko As a Site of International Exchange: the Experiences of Three Canadian Methodist Women
View metadata, citation and similar papers at core.ac.uk brought to you by CORE Toyo Eiwa Jogakko as a Site of International Exchange: The Experiences of Three Canadian Methodist Women Toyo Eiwa Jogakko as a Site of International Exchange: The Experiences of Three Canadian Methodist Women Patricia Sippel＊ 要約 本稿はカナダ・メソジスト教会婦人伝道会社に派遣され、東洋英和女学校の初期を形成した三人 の女性伝道者たちの異文化交流に焦点を当てる。創立者であるマーサー・J・カートメル（1845-1945） の滞在期間は病気により短いものとなった。イライザ・スペンサー・ラージ（1855-1933）は、校舎 において目の前で夫を殺害され、後には日本におけるカナダ・メソジスト伝道運動を脅かすほどの 闘いに挑むこととなる。そしてアグネス・ウィントミュート・コーツ（1864-1945）は、当初伝道の ために精力的な活動をするも、来る戦時期には長きにわたる疎外と孤独な死が彼女を待ち受けてい た。書簡、報告書、議事録を紐解いていくことで、日本という生活環境そして布教の地でカナダ人 伝道者たちが経験した国際交流の複雑さを素描する。 キーワード：婦人伝道会社、カナダ・メソジスト教会、国際交流、女子教育 Keywords：Woman’s Missionary Society , Methodist Church of Canada, international exchange, girls’ education ＊東洋英和女学院大学 国際社会学部 教授 Professor, Faculty of Social Science, Toyo Eiwa University 1 I. Introduction in the 1920s, the question of when and how On December 27, 1882, Martha Julia Cartmell leadership would be handed over to the “native of Hamilton, Ontario, arrived in Yokohama as the teachers” emerged. And from the 1930s, forced first overseas representative of the newly found- compliance with the ultra-nationalistic and mili- ed Woman’s Missionary Society of the Methodist tarist policies of the Japanese state threatened Church of Canada. Her mission was to advance Toyo Eiwa’s survival as a Christian institution. the spread of Christianity in Japan by focusing But beyond these issues, which unfolded in on the needs of women and girls. Less than two ways that mirrored Japan’s development as a years later and with the help of Canadian and modern state, were the complex, more intimate, Japanese Methodists already active in the Tokyo and probably more deeply felt interactions expe- area, Cartmell had taken an important step rienced by the Canadian missionary women in toward accomplishing her goal. -
Comments by the Government of Japan Regarding the Concluding Observations of the Committee on the Elimination of Racial Discrimination (CERD/C/JPN/CO/7-9)
Comments by the Government of Japan regarding the Concluding Observations of the Committee on the Elimination of Racial Discrimination (CERD/C/JPN/CO/7-9) 1. In the concluding observations of the Committee on the Elimination of Racial Discrimination (hereinafter referred to as “the Committee”) (CERD/C/JPN/CO/7-9) that were adopted on September 26, 2014, following the consideration of the combined seventh to ninth periodic reports of Japan during the Committee’s 85th session, the Committee requested the Government of Japan to provide information on its follow-up to the recommendations contained in paragraphs 17, and 22 within one year. The Government of Japan hereby submits an additional report in response to that request. The Government of Japan also provides additional comments regarding paragraph 19 and 21 for which information on its follow-up was not requested, as the Government of Japan deems it necessary to provide the Committee with further explanation. The additional report is as follows. 2. The Government of Japan will provide information on its follow-up to the recommendations contained in paragraphs 18 in due course. Paragraph 17 In the light of its general recommendation No. 25 (2000) on the gender-related dimensions of racial discrimination and No. 30 (2004) on discrimination against non-citizens, the Committee recommends that the State party take adequate measures to effectively address the issue of violence against migrant, minority and indigenous women by prosecuting and sanctioning all forms of violence against them, and to ensure that victims have access to immediate means of redress and protection. The State party should also review its legislation on residence status to ensure that foreign women married to Japanese citizens or to non-citizens with permanent residence status will not be expelled upon divorce or repudiation, and that the application of the law does not have the effect, in practice, of forcing women to remain in abusive relationships. -
The Roles of Teachers and School Culture in the JET (Japan Exchange and Teaching) Programme: an Ethnographic Case Study
The roles of teachers and school culture in the JET (Japan Exchange and Teaching) Programme: an ethnographic case study Submitted by Akiko Nambu, to the University of Exeter as a thesis for the degree of Doctor of Education in TESOL, May, 2015. This thesis is available for library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other university. Signature:…………………….………… 1 Abstract Aiming at internationalisation, the Japanese government initiated the Japan Exchange and Teaching (JET) Programme in 1987 by introducing team-teaching by Japanese teachers of English (JTEs) and young graduates from overseas as Assistant Language Teachers (ALTs) into English language classrooms throughout Japanese public schools. Previous studies have shown that there have been, in some cases, a lack of interaction and collaboration between the JTEs and ALTs. However, these studies tended to focus mainly on classroom activities and consequently the teams were found to be the main cause of ineffective teaching and learning. In order to gain a deeper understanding of these team-teaching interactions and problems, the conceptual framework of this ethnographic case study was based on Holliday’s concept of small cultures and Lave and Wenger’s theory of communities of practice. It aimed to explore how team teachers’ (JTEs’ and ALTs’) perceived and actual roles are influenced by school cultures, as well as which aspects of the school cultures could impact on the effectiveness of the JET Programme. -
Effectiveness of English Teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English
Effectiveness of English Teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English Team Teaching Perceptions through Team Interviews Elliot Smith 1 Effectiveness of English Teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English Team Teaching Perceptions through Team Interviews Elliot Smith Abstract This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each, -
ALT Handbook Is to Provide Informaɵon to JET Parɵcipants Regarding Teaching in Japan and How to Adapt to One’S Workplace
PROGRAMME ALT JET THE HANDBOOK © 2013, Council of Local AuthoriƟes for InternaƟonal RelaƟons (CLAIR) Sogo Hanzomon Building 6F 1-7 Koji-machi, Chiyoda-ku, Tokyo 102-0083 Tel (03) 5213-1729 Fax (03) 5213-1743 © 2013 （財）自治体国際化協会 〒102-0083 東京都千代田区麹町1-7 相互半蔵門ビル6階 Tel (03) 5213-1728 fax (03) 5213-1743 ・ This publicaƟon is for personal, non-commercial use by Japan Exchange and Teaching (JET) Programme parƟci- pants. ・ この冊子はJET事業参加者の使用に供するものであり、営利使用は厳禁します。 ・ No part of this publicaƟon may be reproduced, stored in a retrieval system, or transmiƩed in any way or by any means electronic, mechanical, recording, or otherwise, without the prior wriƩen permission of the Council of Local AuthoriƟes for InternaƟonal RelaƟons (CLAIR). JET parƟcipants are free to copy and use for classes as needed. 1 かくし 2 かくし IntroducƟon Purpose The purpose of the ALT Handbook is to provide informaƟon to JET parƟcipants regarding teaching in Japan and how to adapt to one’s workplace. Resources This handbook and the complementary Teaching Materials CollecƟon are compilaƟons of informaƟon collected from parƟcipants of the former BriƟsh English Teachers Scheme (BETS) and the Monbusho English Fellows (MEF) Programme, as well as past and current JET parƟcipants. Previously known as the Resource Materials and Teaching Handbook, this handbook was split in two and the Teaching Materials CollecƟon is now provided in an online format. A PDF version of the ALT Handbook is also available on the JET Programme website at: www.jetprogramme.org/e/current/publicaƟons.html CLAIR would like to express special thanks to all of the JET parƟcipants and JET alumni who submiƩed new material for the 2013 ediƟon of the handbook.