| 研究実績の概要 |
The aim of this research project is to propose and identify new methodologies utilizing postcolonial theory which enable the problematization of Japanese language education for immigrant children in Japanese schools as well as the Japanese conception of multiculturalism. This project also seeks to rethink Japanese language teaching for immigrant children in Japanese schools and the Japanese version of multiculturalism. This study has advanced the following findings: a) postcolonial studies have come to recognize the saliency of including the particularities of each point of contact between different cultures and histories in analysis; b) the processes by which “dominant” cultures adapt to the presence of immigrants in their midst, and the ways in which each of them embrace, reject, and hybridize with the “others” who are living among them differs significantly depending on the unique histories and values of the receiving nations, as well as those of the immigrants being received; c) Japanese language pedagogy is broadly defined as the method and practice of teaching, and refers to theories of learning, and how this process influences, and is influenced by the Japanese social, political, and psychological development of learners. Partial and in progress research outcomes have been published internationally and presented at international conferences.
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