著者

野入 直美

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.44, pp.47-64, 2016

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<p>Is Okinawa included in the Japanese-style multicultural society? While standard multicultural trends are present in Okinawa, a special multi-ethnic trend could also be observed in Okinawa, which is the issue of mix-race children who are the offspring of locals and US military personnel. In this paper, we discuss the issue of mix-race children by focusing on the survey of mix-race children which was conducted in 1955, 1962 and 1975 in Okinawa. We highlight the context of the surveys, rather than using the data as facts. Which kind of organizations and under what kind of initiatives were the surveys of mixed race children conducted? How did the research questions reflect stigmas and stereotypes? The purpose of the paper is to analyze the discourse of mix-race children in Okinawa from the 1950s to 1970s, before and after Okinawa's repatriation to Japan mainland.</p>

著者

野入 直美

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

no.44, pp.47-64, 2016

著者

加賀美 常美代 黄 美蘭 小松 翠

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.44, pp.98-115, 2016-08-31 (Released:2020-06-24)

参考文献数

26

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This study aimed to conduct an inter-age comparison of Taiwanese people’s national consciousness and their image of Japan and to investigate the relationship between image of Japan, sense of national consciousness and attributes and contact frequency with Japan-related information. A questionnaire survey was conducted via the internet between November and December 2013 of 525 respondents aged from their twenties to fifties living in Taiwan. As a result, four factors were identified for national consciousness, namely: “pride as a Taiwanese person”, “assertion of Taiwan’s superiority in international society”, “openness towards foreign countries”, and “low self-engagement towards foreign countries”. In the inter-age comparison, it was shown that “pride as a Taiwanese person” and “assertion of Taiwan’s superiority in international society” were higher for respondents in their fifties than for those in their twenties. Six factors were identified for image of Japan, namely: “affinity openness”, “collective innovation”, “aggressiveness”, “inhibition of self-expression”, “frequent natural disasters”, and “importance of individuality”. In the inter-age comparison, it was shown that “affinity openness” was highest for respondents in their twenties and lowest for those in their forties. Images of “aggressiveness” and “frequent natural disasters” were more likely the older the age group. As a result of a multiple regression analysis of the relationship between image of Japan and national consciousness it was found that “openness towards foreign countries” in national consciousness had a common effect on “collective innovation”, “inhibition of self-expression”, “frequent natural disasters”, and “importance of individuality” in image of Japan. In cases when “contact frequency with Japan-related information” was high images of “affinity openness” and “collective innovation” were more likely. For older respondents there was a tendency to have low “affinity openness” and to be likely to perceive that Japan is “aggressive” and has many “natural disasters”.

著者

平井 達也

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.33, pp.43-59, 2011-03-31 (Released:2020-05-19)

参考文献数

19

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Recently, needs for career counseling have been rapidly increasing in Japan, and various career services have been developing in different settings, including schools, colleges, companies, and community career centers. Due to the relatively short period of time since its introduction to Japan, however, it appears that various career theories and services have been directly imported from the U. S., and current career counseling services may or may not be culturally sensitive for the Japanese population. Thus, in this paper, the author first examines Western values and assumptions embedded in career counseling, and then more culturally sensitive career counseling practices for various clients in Japan are explored through analyzing career counseling scenarios. In addition, along with these scenarios, practical suggestions for culturally sensitive career counseling are offered.

著者

箕浦 康子

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.43, pp.11-12, 2016-03-31 (Released:2020-05-19)

著者

菅原 早紀 照山 絢子

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.48, pp.116-130, 2018-08-31 (Released:2022-08-31)

参考文献数

12

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The Human Library is an event where people are rented as “books” to be “read” by others. People who are considered to be social minorities are to perform as “books”, which is designed to help reduce discrimination and prejudice in the society by talking with the readers. The purpose of this event is to nurture a tolerant attitude towards different people. In this study, we focus on “the books” who are the narrators and study the effect that narrating their stories have on their self-understanding. We participated in Human Libraries performed throughout Japan and conducted semi-structured interviews of 23 “books”.We found that “books” who participated in Human Libraries had a strong tendency to participate repeatedly, and the reasons for this included an actual feeling of growth gained through self-reflection, the pleasure of the talk, and the interchange with others. However, at times they also experienced feelings of uneasiness or recalled a traumatic event, which they struggled to overcome.Thus, it may be said that the narrative and dialogue in the Human Library promotes new discovery and self-understanding for “books” who are struggling to come to terms with their attributes and minority status. In addition, it was suggested that they are effective in educating the general public about the perception of different cultures.

著者

上原 麻子 鄭 加禎 坪井 健

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.34, pp.120-135, 2011-07-31 (Released:2020-05-19)

参考文献数

29

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Due to the paucity of systematic studies on Chinese friendship, this study compared 169 Japanese, 172 Taiwanese and 260 Chinese university students’ perceptions of friendship. A quantitative approach was chosen after examining the concept of “intersubjectivity” that indicates self as a creation of culture and as having shared dimensions with others in the culture. Specifically, a questionnaire including 30 questions about friendship (e.g., “I often visit my friend without telling s/he beforehand,” “When I worry about my parents’ quarrels, I talk about my worries with my friend,” “When I’m short of money and my friend has some, s/he will help me,” etc.) was constructed based on previous interviews and a preliminary descriptive study conducted in 2009.This study collected data in the three countries in 2009, and performed factor analysis to discover factors influencing participants’ friendship. The five factors that emerged included “closeness of social–distance,” “non–politeness,” “trustful relation,” “psychological burden” and “frankness with concerns of saving face,” respectively. Then, analysis of variance was utilized to compare the three groups in terms of the five factors. Results revealed the following two major findings:1. Chinese participants tended to show the closest and most trusting relationships paying least attention to manners, and to express their opinions most straight–forwardly to friends among the three groups.2. Japanese participants were inclined to indicate the farthest social–distance of the three groups, and to be concerned about manners most in order not to make friends feel uncomfortable.Theoretical discussion in the framework of Umesao’s “Ecological View of History” helped provide reasons for Chinese participants’ strongest personal bond with friends, followed by the Taiwanese, and the Japanese weakest relations among the three groups.

著者

鈴木 京子

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.42, pp.59-74, 2015-08-31 (Released:2020-05-19)

参考文献数

16

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This paper is an attempt to describe the process of personal growth caused by intercultural contacts experienced by Japanese teachers who were sent to overseas schools on the REX Program. Further, it refines the definition of the term ‘intercultural adaptation’. Twenty-six incumbent teachers who had taught Japanese at local schools in 8 different countries were interviewed. The Interpretive Approach was adopted because, in such a study, it is important to know how the interviewees understand and interpret their experiences. By using the Modified Grounded Theory Approach, the appraisals and emotions the interviewees had when they encountered cultural differences while abroad were analyzed and category analyses were done of how such appraisals and emotions contributed to their personal growth.As a result of their overseas experiences, the guest teachers showed two kinds of changes: “guests’ changes”, which are based on their positive appraisals and emotions towards their hosts’ cultural norms and practices, and “guests’ enforced changes”, which are based on their negative ones. It was also found that when the “guests’ changes” were coupled with “self-reflection”, these often led, first to the “deepening of human understanding”, then to a “sign of biculturalism”, and finally to a “setting of new goals”, which was a route to their “personal growth”. On the other hand, “guests’ enforced changes” did not lead to their “personal growth” unless the guests took their emotionally hard experiences as a “negative model” and changed it to a positive model. From the above, it was concluded that if guests expect to attain a “personal growth” from their overseas experiences, “guests’ changes” are the most important, and one consequently needs to be aware that there are two kinds of intercultural adaptations based on the guests’ appraisals and emotions.

著者

久保田 真弓

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.26, pp.61-73, 2007

著者

上原 麻子 鄭 加禎 坪井 健

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.34, pp.120-135, 2011

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<p>Due to the paucity of systematic studies on Chinese friendship, this study compared 169 Japanese, 172 Taiwanese and 260 Chinese university students' perceptions of friendship. A quantitative approach was chosen after examining the concept of "intersubjectivity" that indicates self as a creation of culture and as having shared dimensions with others in the culture. Specifically, a questionnaire including 30 questions about friendship (e.g., "I often visit my friend without telling s/he beforehand," "When I worry about my parents' quarrels, I talk about my worries with my friend," "When I'm short of money and my friend has some, s/he will help me," etc.) was constructed based on previous interviews and a preliminary descriptive study conducted in 2009.</p><p>This study collected data in the three countries in 2009, and performed factor analysis to discover factors influencing participants' friendship. The five factors that emerged included "closeness of social–distance," "non–politeness," "trustful relation," "psychological burden" and "frankness with concerns of saving face," respectively. Then, analysis of variance was utilized to compare the three groups in terms of the five factors. Results revealed the following two major findings:</p><p>1. Chinese participants tended to show the closest and most trusting relationships paying least attention to manners, and to express their opinions most straight–forwardly to friends among the three groups.</p><p>2. Japanese participants were inclined to indicate the farthest social–distance of the three groups, and to be concerned about manners most in order not to make friends feel uncomfortable.</p><p>Theoretical discussion in the framework of <i>Umesao's</i> "Ecological View of History" helped provide reasons for Chinese participants' strongest personal bond with friends, followed by the Taiwanese, and the Japanese weakest relations among the three groups.</p>

著者

野入 直美

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.44, pp.47-64, 2016-08-31 (Released:2020-06-24)

参考文献数

15

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Is Okinawa included in the Japanese-style multicultural society? While standard multicultural trends are present in Okinawa, a special multi-ethnic trend could also be observed in Okinawa, which is the issue of mix-race children who are the offspring of locals and US military personnel. In this paper, we discuss the issue of mix-race children by focusing on the survey of mix-race children which was conducted in 1955, 1962 and 1975 in Okinawa. We highlight the context of the surveys, rather than using the data as facts. Which kind of organizations and under what kind of initiatives were the surveys of mixed race children conducted? How did the research questions reflect stigmas and stereotypes? The purpose of the paper is to analyze the discourse of mix-race children in Okinawa from the 1950s to 1970s, before and after Okinawa’s repatriation to Japan mainland.

著者

松尾 知明 杉原 由美

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.44, pp.82-97, 2016-08-31 (Released:2020-06-24)

参考文献数

11

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Globalization, and the emergence of a multiethnic society in Japan, has posed an important question on how people with cultural differences should live together in this society. In order to promote a multicultural inclusive society, Japanese people also need to change their outlook as much as foreigners. This paper aims to discuss the design of educational programs aiming to promote a Japanese-style multicultural inclusive society while focusing on the Japanese majority.First, this paper proposes curriculum management (to consider an educational goal, concrete plan, action-research on the PDCA cycle, collaboration) as a framework for educational reforms. Second, this paper sheds light on the process of the creation of a multicultural inclusive society and focuses on the processes of construction to de-construction and re-construction of “Japaneseness” as the social norm and privilege. Third, this paper introduces a case study of a new educational program in a university based on the PDCA cycle of curriculum management. In the program, students with diverse cultural backgrounds collaborate and think over different multiethnic issues. Lastly, this paper points the importance of designing a multicultural curriculum to help create a Japanese-style multicultural inclusive society.

著者

岡村 郁子 額賀 美紗子

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

no.48, pp.35-52, 2018

著者

久保田 真弓

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

no.8, pp.59-76, 1994-05

著者

久保田 真弓

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.8, pp.59-76, 1994-05

著者

塘 利枝子

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

no.31, pp.19-32, 2010

著者

角田 仁

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

no.36, pp.26-39, 2012

著者

角田 仁

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.36, pp.26-39, 2012

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<p><i>Yakan teijisei koukou</i> (part-time evening high schools), a part of Japan's system of post-secondary education, have recently seen changes in their student body. Specifically, they are experiencing an increasing diversity of students, particularly those with foreign backgrounds. This changing composition of the student body raises the question of educational equity.</p><p>In this paper, I highlight two cases of <i>yakan teijisei koukou</i> in the Tokyo metropolitan area: School A (1997–2006) and School B (2000–2011). The following questions are addressed: As these schools accepted foreign students in need of Japanese language assistance, how did the school staff discuss the issue, and what measures did the schools take? How did the schools negotiate the change? I find that, although educators and parents tend to focus on Japanese language class when the matter of language assistance is discussed, students of foreign backgrounds will benefit from assistance in all educational activities. These include the school curriculum, everyday learning activities, student guidance, and student evaluations. In considering this issue, I interviewed educators and parents</p><p>in search of common perspectives about what education at <i>yakan teijisei koukou</i> should be.</p><p>I also point out some problems. For example, neither school had a clear educational policy regarding students in need of Japanese language assistance. Furthermore, there were little, if any, changes in the way administrators dealt with school management. Also, despite the staff members' willingness to face the changes in the composition of the community and student body, they had few opportunities for teacher trainings or lesson studies. While foreign students in need of Japanese language assistance gradually adapted to <i>yakan teijisei koukou</i>, I find that the current discussion regarding educational equity is dependent on the context and is thus changing. The state of the community and students, perspectives and competences of school staff, leadership of school management, educational activities, and school management are all intertwined factors that affect the discussion of equity.</p><p>This paper concludes with a discussion of what equity is in the context of education for students who need Japanese language assistance. It considers the current circumstances, including problems at <i>yakan teijisei koukou</i>, with the aim of striving toward multicultural coexistence (<i>tabunka kyousei</i>).</p>

著者

佐藤 郡衛 横田 雅弘 吉谷 武志

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

no.23, pp.20-36, 2006

著者

佐藤 郡衛

出版者

異文化間教育学会

雑誌

異文化間教育 (ISSN:09146970)

巻号頁・発行日

vol.34, pp.52-63, 2011

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<p>The present study was organized to discuss the topic, "multicultural co-living" in real life settings, as part of the continuing effort to further examine the question presented in the previous special issue study of the 30th Annual Conference "Is multicultural co-living possible?" In this study, we attempted to respond to the following questions through real-life examples. What are the areas and settings in which "equity" becomes an issue? How is the issue of "equity" understood and reconstructed? What are the practices that attempt to rebel against "equity" in the status quo.</p><p>In this study, we discussed the following points: The areas and settings in which "equity" becomes an issue of concern; the way the idea of "equity" is understood and reconstructed by teachers; and examples of approaches in achieving "equity" by practicing teachers, whose approaches challenge equity in the status quo. As part of the study, three reports are included in this special issue. The first report by Dr. Misako Nukaga focuses on the conflicts' between the policies around "equity" and real-life day-to-day problems faced by practicing teachers at public elementary schools in Los Angeles, CA. The second report by Dr. Seiji Kawasaki focuses on the way practicing teachers understand, interpret, and apply the concept of "equity" The third report by Dr. Ryoko Niikura discusses the necessity of developing new criteria for "equity" based on the examination of the criteria used by practicing teachers.</p><p>These reports share the following three points. First, they all consider "equity" as something that can be understood with consideration to the context and the circumstances it is in as opposed to something fixed. Second, they all utilize various perspectives in illustrating the conflicts and difficulties in dealing with the issue of "equity." Third, they pay special attention to the process in which the concept of "equity" is interpreted and reconstructed by practicing teachers.</p><p>Future research needs to first address the training of teachers. For example, we need to provide educators with case studies that are effective in facilitating the awareness of the issue of "equity." "Case conferences" can be used to promote reevaluation of the preexisting understanding of "equity." Second, we need to expand our perspective from the individual to the collective level. Especially, there is a need for a more thorough description of the processes in which the shared concept of "equity" is formed. Third, in order to reevaluate and change the way "equity" has been interpreted in the preexisting system, we need to turn our attention to approaches to rebel against "equity" by practicing teachers.</p>