Assigned to the margins: Teachers for minority and immigrant communities in Japan |
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| Institution: | 1. Department of Psychology and Behavior Science, Zhejiang University, Hangzhou 310028, China;2. Psychology Department, Carnegie Mellon University, Pittsburgh, PA 15213, USA;3. Psychology Department, St. Olaf College, Northfield, MN 55057, USA;4. Center for the Neural Basis of Cognition, Carnegie Mellon University, Pittsburgh, PA 15213, USA;1. Arizona State University, United States;2. Washington University, St. Louis, United States;1. INRA, UMR Eco&Sols, INRA-IRD-Cirad-SupAgro, 2 Place Viala, 34060 Montpellier, France;2. Institute of Biotechnology, Vietnam Academy of Science and Technology, 18 Hoang Quoc Viet Road, Hanoi, Viet Nam;3. Cirad, UMR17, Intertryp, Cirad-IRD, TA-A17/G, Campus International de Baillarguet, 34398 Montpellier Cedex 5, France;4. Université de Montpellier, UMR 5236-CPBS, CNRS-Université de Montpellier, 1919 Route de Mende, 34293 Montpellier Cedex 5, France;1. Department of Food Science, Chenoweth Building, University of Massachusetts, Amherst, MA-01003, USA;2. Department of Horticulture, Auburn University, AL, 36849, USA;3. Chilton Research and Extension Center, Auburn University, AL, 35045, USA |
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| Abstract: | As communities of immigrant families gather in the low-income neighbourhoods of Tokyo and neighbouring cities, Japanese teachers face new challenges as well as the stigma of classrooms for immigrant children. Within the intricate politics of assignment in Japanese school districts, teachers and administrators can find themselves with students who are barely acknowledged and poorly served by mainstream Japanese schools and other community services. The interviews with teachers, principals, immigrant translators and other cultural intermediaries as well as numerous school visits focused on the ways in which teachers had been required to interrogate their pedagogies, practices and prejudices in order to be effective teachers of low income and immigrant youth. The results reveal strains in the lives and careers of teachers who work with marginalised youth in Japan and are addressed within a critical view of how Japanese schooling is responding to the needs of an increasingly heterogeneous urban population. |
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