The Different Roles of Foreign Teachers Living on the Cultural Border: A Case Study of Japanese Public High Schools

2022 Fiscal Year Final Research Report

• Project/Area Number: 21K20209
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: Osaka University
• Principal Investigator: Yiqiong Wang 大阪大学, 大学院人間科学研究科, 特任助教(常勤) (70913523)
• Project Period (FY): 2021-08-30 – 2023-03-31
• Keywords: 外国籍教員 / 複合的アイデンティティ

Outline of Final Research Achievements

The purpose of this study was to clarify the different roles of foreign teachers working in public high schools in Japan and explore the conflicts experienced by these teachers due to their multiple identities. Through participant observation and interviews with teachers, it was discovered that foreign teachers employ teaching methods that leverage their diverse identities, resulting in more active classroom. However, since foreign teachers tend to be emotionally closer to foreign students, foreign students seek more "support" compared to their Japanese teachers. If foreign national teachers are unable to meet the needs of　foreign students, it can lead to conflicts. However, these conflicts are often perceived as issues solely between foreign individuals, and the responsibility for resolution is placed solely on the foreign national teachers. This situation is considered a significant challenge at the current stage.

Free Research Field

教育社会学

Academic Significance and Societal Importance of the Research Achievements

本研究は、日本の教育現場におけるグローバル化に伴う外国籍教員の役割についての研究として重要だけではなく、日本の教育現場におけるマイノリティ教員の存在とその役割についても探究するための試金石となっている。また、外国籍教員の教育実践である「異文化の境界の往来」は、教育文化の多様性について根本的な問いかけを行なっている。