This presentation will discuss the Theory of Japanese Uniqueness 「Nihonjinron」which explores peculiarities of Japanese culture, psyche and behavior in the context of current trend in diversity in education. It assumes that regardless of Japan’s image as a “homogeneous” country, there is diversity represented by various ethno-social factors such as experiences abroad, family structure, and gender identity. The author will show recent data to support this claim.
The author argues that with Japan becoming increasingly more ethnically diverse, it has become more crucial for Japanese society to develop the capability to accommodate differences. Education is a strong force to accomplish this goal. The author will introduce the 1996 “Education for International Understanding” (EID) emphasizing diversity education. Unfortunately, Otani (2017) reports that, without adequate guidelines, schools are left on their own on how to implement this policy.
There are many children who still don’t get a chance to form their own positive spin on their ethnic identity. This paper will demonstrate "inclusive pedagogies" to address issues on diversity experience in the Japanese classroom, where learners will find themselves in relation to others and their place within the world.
Cecilia Ikeguchi, Tsukuba Gakuin University, Japan
Stream: Teaching Experiences
This paper is part of the OCE2020 Conference Proceedings (View)
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To cite this article:
Ikeguchi C. (2021) Classroom Diversity and Thoughtful Engagement ISSN: 2436-1690 The Osaka Conference on Education 2020: Official Conference Proceedings https://doi.org/10.22492/issn.2436-1690.2021.2
To link to this article: https://doi.org/10.22492/issn.2436-1690.2021.2
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