著者

張 玉玲 Zhang Yuling

出版者

Graduate School of International Development. Nagoya University

雑誌

Forum of International Development Studies (ISSN:13413732)

巻号頁・発行日

vol.23, pp.223-242, 2003-03 (Released:2006-03-28)

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This paper discusses the creation of Chinese culture in Japan through the historical development of“lion dance”among the Chinese community in Yokohama. The lion dance we see today, which is regarded as one of the traditional Chinese entertainments, was started by Cantonese immigrants as a dance dedicated to the Guandi god. However, Chinese culture including the lion dance was suppressed in Japan during the WW II. Through a renaissance, the younger generation has molded their national identity while transcending the boundaries of their local culture. Since the 1960s, two graduate associations of local Chinese schools have taken major roles in the succession of the lion dance among the community, until it eventually became a cultural symbol of Chinese tradition in the 1980s. Through cultural exchange with overseas Chinese, especially in Southeast Asia since the 1990s, they identified themselves as local Chinese in Yokohama as well as a part of the global Chinese community. At the same time, the tensions between Chinese and Taiwanese in Yokohama have decreased. Chinese in Yokohama are currently creating their own culture, which has been referred to by Japanese as Chinese culture, and is named by themselves“Huaqiao wenhua”(overseas-Chinese culture). Thus the meaning of being Chinese in Japan itself is changing today. The historical transformation of cultural activities like the lion dance performed by Chinese in Yokohama represents its unique and dynamic nature.

著者

植田 晃次 Ueda Kozi

出版者

Graduate School of International Development. Nagoya University

雑誌

Forum of International Development Studies (ISSN:13413732)

巻号頁・発行日

vol.26, pp.163-178, 2004-03

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The D.P.R. of Korea abolished the use of Chinese characters in their orthography in 1949. After that, they have been using only Korean characters in their writing system. Chinese characters had not been taught in its educational system for a while. However Chinese character education started again in the 1950s. Two leaders of the nation emphasize the necessity of reading the materials published in the Republic of Korea and cultural heritage of their ancestors. But true purpose is not to learn Chinese characters themselves but to acquire more Korean words. In this paper, we deal with a textbook of “Hanmun(Chinese characters)” and the articles published in the 1990s, and analyze the actual conditions of Chinese character education in the D.P.R.K. It is considered that the whole curriculum functions as political and ideological education in the D.P.R.K.“Hanmun”can not be treated as an exception, too. But, the textbook and the materials show that the authors exert all possible efforts to make students learn Chinese characters in the limited curriculum, and teachers also do their best in daily classes. While the first purpose for them is to enrich Korean vocabulary of their students, they pay attention to various aspects of Chinese characters.

著者

前田 尚子 Maeda Naoko

出版者

Graduate School of International Development. Nagoya University

雑誌

Forum of International Development Studies (ISSN:13413732)

巻号頁・発行日

vol.26, pp.47-64, 2004-03

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It is frequently said that the Japanese people have not been able to establish positive relationships with other ethnic peoples while accepting the many differences that exist among peoples of different social and cultural backgrounds. On the basis of this view, a number of researchers have criticized Japan’s assimilative policy and the Japanese way of communicating, and have produced a brand of discourse that encourages individuals to know and respect the diversity between Japanese and other cultures.The intent of this paper is to critically examine, using the concept of Constructionism, the views of discourse dealing with heterogeneity. For that purpose, I examine how the concept of “the self”is argued within the discourse on heterogeneity, and how individuals’selves (realities) are constructed through the acceptance of this particular discussion. I will show that the current discourse on heterogeneity advises people to have such selfimages as to be themselves and to be conscious of their own characters, as well as to be relativistic and to respect others equally. These points of views on heterogeneity appear to be rationalized on the grounds that they attempt to harmonize these two specific types of self-image. In addition, I will point out the limitations of the current discourse on heterogeneity. The discussion itself cannot avoid the systemic way of thinking that allows individuals to pursue self-image to be themselves and conscious of their own characters while harmonizing the efforts to be relativistic and respectful of others equally,even though there is an assumption that people can attain the first of these self-images by themselves. The discussions concerning heterogeneity are in error since they include the assumption that individuals’complementary roles in their systems are a result of self-determination. Finally, I will describe the occurrence of two paradoxes that arise as a direct consequence of the inaccuracy of these assumptions. The more eagerly individuals pursue their authenticities by themselves, the more tightly they are bound to one of the complementary roles within their systems. Furthermore, the more strongly they emphasize the differences or boundaries between themselves and others, the more they fail to recognize that they themselves are the parties concerned in the construction of mutual selves(realities). As a final result, individuals develop an attitude called “the denial of coevalness”.

著者

大杉 千恵子 Osugi Chieko

出版者

Graduate School of International Development. Nagoya University

雑誌

Forum of International Development Studies (ISSN:13413732)

巻号頁・発行日

vol.23, pp.177-200, 2003-03 (Released:2006-03-28)

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JOCV(Japan Overseas Cooperation Volunteers)are Japanese skilled young people who work abroad for assisting the people of the recipient countries. Dispatching the JOCV is one of the responsibilities of JICA(Japan International Cooperation Agency)that is the main organization implementing Japan’s ODA(Official Development Assistance). The recent growth and development of Japanese language education in Hungary have been remarkable. At this time it is worthwhile to examine the history of Japanese language education in Hungary and consider its present situation. In my observation, the historical development of the Japanese language education can be divided into three phases : I. Introduction, II. Early development, and III. Maturity. The period of introduction is from the 1920s to the late 1980s that is slightly before the termination of the Soviet influence. Interests in‘exotic’Japan was one of th e critical triggers for Japanese language learning in this period. During this time some of the people who later developed Japanese language education in Hungary appeared on the scene. After the compulsory study of Russian ended, Japanese language became popular among other foreign languages. During this period of early development(late 1980s-2000), many JOCV Japanese teachers came and the number of Japanese learners increased a great deal. Not only the numbers, but also the area of Japanese language education expanded to local cities. Japan’s ODA played a very important role in this large growth. Since the year 2001, the Japanese language education in Hungary entered a new mature phase. The establishment of the Hungarian Association of Japanese Teachers symbolizes the beginning of this new era. The number of Japanese language learners seems to have stabilized, and the Association is working on improvement of education quality. The JOCV Japanese teachers played an epoch-making role to develop the foundation of the Japanese education in Hungary. Hopefully the Japanese language education will contribute to multilingualism that is the key to harmonious co-existence of peoples.