Academic literature on the topic 'Japanese intercultural families'
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Journal articles on the topic "Japanese intercultural families"
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LeMay, Alec R. "Do You See What I See? ‘Religion’ and Acculturation in Filipino–Japanese International Families." Religions 13, no. 2 (January 19, 2022): 93. http://dx.doi.org/10.3390/rel13020093.
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Catholicism prides itself on being a ‘global religion’. However, just how this ‘religion’ is contextualized into a specific culture has led to intercultural and intergenerational problems. In Japan, the Filipino–Japanese struggle to fit into a society that sees, in their Catholic upbringing, ‘religious’ activity that it deems un-Japanese. The concept of ‘religion’ (shūkyō) in Japan has been largely associated with congregational activity, an aspect that neither Shinto nor Buddhism stress. As a result, the Japanese people label acts such as the purchasing of lucky charms, temple and shrine pilgrimages, visits to power spots, and performing birth or death rituals as ‘non-religious’ (mushūkyō). On the other hand, they label similar Christian acts as ‘religious’. Associating Christianity with ‘religion’ has had consequences for Japan’s Filipino residents and their international families. This paper considers the role the concept of ‘religion’ plays in the acculturation of Filipino–Japanese children into Japanese society. Through qualitative interviews of four Filipino–Japanese young adults, it delineates, in eight sections, how the discourse of ‘religion’ isolates Filipino mothers from their ‘non-religious’ children and husbands. This begins at adolescence and culminates with the children’s absence from the Roman Catholic Church of Japan.
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Moriizumi, Satoshi. "Exploring Identity Negotiations: An Analysis of Intercultural Japanese-U.S. American Families Living in the United States." Journal of Family Communication 11, no. 2 (April 12, 2011): 85–104. http://dx.doi.org/10.1080/15267431.2011.554359.
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Turistiati, Ade Tuti. "The The Use of WhatsApp Group to Maintain Intercultural Friendship." KOMUNIKA: Jurnal Dakwah dan Komunikasi 14, no. 2 (October 1, 2020): 283–94. http://dx.doi.org/10.24090/komunika.v14i2.4030.
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This research aims to analyze the use of WhatsApp Group (WAG) as a medium for maintaining intercultural friendship among people with different cultural backgrounds namely the alumni of The Ship for Southeast Asian and Japanese Youth Program (SSEAYP) batch ‘89. This research used a case study approach with a qualitative research design. The data were collected through direct observation of the texts, pictures, emoticons, and videos shared in the WAG and interviews with 20 informants who are the members of the group coming from different countries. The Needs Hierarchy Theory of Maslow and the Social Exchange Theory of Thibaut and Kelley were used in this research. The findings show that the alumni of SSEAYP Batch ’89 joined the WAG to maintain intercultural friendship among them by exchanging information about their and their families’ conditions; expressing birthday wishes; congratulating each other’s achievements of studies or works; congratulating religious celebrations; fundraising for certain events; and coordinating reunions. To maintain their friendship, the WAG members implicitly agreed to an unwritten rule that they must respect each other, be tolerant, and be open-minded. They also agreed that topics related to politics and religion are not allowed to be posted and discussed in the group, except for greetings on religious occasions. In addition, humor that causes unnecessary laughter and pictures and videos that tend to be pornographic or demeaning to women should not be posted in the group. The discussion about football also should not be too deep to avoid fanaticism with certain teams or players which might result in division or enmity between the group members.
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Kobayashi, Junko, and Linda Viswat. "A Relational Approach to International Education Through Homestay Programs." Journal of International Students 5, no. 4 (October 1, 2015): 475–87. http://dx.doi.org/10.32674/jis.v5i4.409.
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This paper identifies and analyzes intercultural problems through surveys of homestay programs with Japanese students and American host mothers. Given that participants need to go beyond their cognitive knowledge to interact effectively with people from other cultures, a relational approach may be more effective than traditional intercultural training models in international education. In terms of the relational approach, one incident of intercultural problems is composed of various interpretations and plural options for managing differences. By becoming familiar with this relational approach, participants can make more appropriate behavioral choices and make their global experience more meaningful. Also, instructors or faculty members can develop educational programs more effectively by applying the survey results to international education.
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Yunus, Ulani, Joice Yulinda Luke, Bhernadetta Pravita Wahyuningtyas, Gayes Mahestu, and Yuni Ayu. "KEEPING HARMONY OF INDONESIAN-JAPANESE INTERCULTURAL MARRIAGE INTERACTIONS." International Journal of Organizational Business Excellence 1, no. 1 (March 10, 2021). http://dx.doi.org/10.21512/ijobex.v1i1.7159.
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The purpose of this study is to explain how intercultural families interact in maintaining harmony within the family, especially the interaction between Indonesian Moms and Japanese Fathers. The method used in this study is qualitative with primary sources through in-depth interviews.Data analysis is done by reducing the data that has been obtained from the interviews, compared with the concept of intercultural communication and acculturation. The data is validated with secondary data that is the result of previous research. The results obtained show that the couple of Indonesian wives and Japanese husbands keep each other harmony interaction by choosing the appropriate language situation required. They use everyday language are: English, Japanese and Indonesian. The dominant language is the language in where they live. This result shows that they are showing respect for each other. The use of the chosen language as an effort to adapt to the culture in where they live includes also invited their children to always appreciate the cultureof their fathers and mothers equally in influence. So the three behavioral barriers do not occur as a priori, prejudice and authority that one against the other. There is a trust between them. Acculturation in this family is seen as a cultural enrichment,cultural differences do not create barriers to family interaction and with the environment. Father and Mother bequeathed culture to their children in a balanced and without dominance, there is balance in power.
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Seko, Yukari, Lina Rahouma, Chie Takano Reeves, and Veen Wong. "Unboxing the bento box: An arts-informed inquiry into Japanese families’ experience at Canadian school lunch time." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 8, no. 3 (October 30, 2021). http://dx.doi.org/10.15353/cfs-rcea.v8i3.492.
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Bento, a Japanese style boxed lunch, has a distinct cultural meaning for Japanese people as a medium of affective communication between children and parents. However, in Canadian schools governed by the Anglo-Western food norms, their culinary practices may stand out. This study employed an arts-informed participatory design to explore how school-aged children (6-12 years old) of Japanese origin and their parents describe their experience bringing Japanese food to school in Canada. We conducted arts-informed workshops with 16 children who created artworks about their lunchboxes, and focus groups with 19 parents (all mothers). Children’s artworks illuminated a common aesthetics about “good” lunch that closely reflected mothers’ commitment to preparing nutritionally balanced and aesthetically appealing bento boxes. Both children and mothers reported that Canadian school food environment (e.g., short eating periods, snack times, built environment) sometimes misaligns with their food practices. Some families were compelled to modify their bento to accommodate children’s needs to fit in at school. Meantime, participants’ narratives indicate the prevalence of stigma toward “junk” food that may perpetuate food shaming at school. A more inclusive, diverse and culturally appropriate discussion on “healthy eating” at school can embrace children’s and their families’ intercultural food identities.
Dissertations / Theses on the topic "Japanese intercultural families"
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Velliaris, Donna Marie. "International parents in Tokyo and the education of their transnational children." Thesis, 2010. http://hdl.handle.net/2440/63326.
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This thesis is a qualitative investigation of sixty-one international parents living in Tokyo in relation to their family’s cultural background and their choice of schooling for their children. The context of cosmopolitan Tokyo is discussed as the city of residence for three groups of participants: Japanese-born internationally-oriented families; Japanese intercultural families; and non-Japanese internationally-mobile families with origins in other countries. Research on so-called ‘Third Culture’ or ‘Cross Cultural Kids’ is reviewed in order to understand children’s experiences of growing up in more than one cultural context because of parental career or lifestyle decisions. In addition, the range and nature of Japanese and non-Japanese national and international schools available to international parents in Tokyo is described.
The conceptual framework adopted is based on Bronfenbrenner’s human ecology model, in which the various contexts of children’s lives—family, school and community—need to be seen holistically and as interacting influences in children’s social and educational development. This approach was extended by Epstein who described the possible partnerships among these three contexts in terms of overlapping spheres of influence. Based on these two models, the research developed a new conceptual framework of fourteen cross cultural scenarios designed to take account of the experiences of transnational children who find themselves negotiating unfamiliar cultural settings, either at school or in society. Four spheres of cultural influence on the social and educational developmental ecology of transnational children in Tokyo were identified and specified as mother’s cultural background (M), father’s cultural background (F), school cultural background (S), all sited within the Japanese residential country culture (R).
For this exploratory study, research data concerning the families’ cultural backgrounds and choice of schools for their only or eldest child in Tokyo were collected in two distinct stages. First, a four-page questionnaire, distributed throughout the 23 wards of Tokyo, but predominantly the high foreign population areas in and around Minato-ward during 14 November – 20 December 2007, was completed by 55 parent respondents (43 mothers and 12 fathers). Their responses were summarised in frequency tables. Second, face-to-face semi-structured interviews were conducted with 17 parents (10 mothers and 7 fathers), with nine parents participating in both stages. Participants were again recruited predominantly throughout the Minato-ward of central Tokyo during the period 26 June – 29 August 2008. The interviews were audio-recorded and later transcribed as narratives, used to develop family profile summaries, and discussed in relation to four key themes that emerged: international orientation; location of home; language socialisation; and school choice.
An analysis of the research data, in terms of the spheres of cultural influence, revealed that ten of the fourteen cross cultural scenarios were represented. Correlating each family’s cultural background with the choice of schooling for their only or eldest child in Tokyo, revealed a definite pattern of relationships. It also demonstrated the usefulness of the cross cultural scenario framework for identifying the extent of cultural overlap in each child’s ecology. Such understanding is important for parents, schools and community services dealing with transnational children in Tokyo, as well as providing insights for those in other international education contexts.Thesis(Ph.D.) -- University of Adelaide, School of Education, 2010
Books on the topic "Japanese intercultural families"
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Cook, Melodie, and Louise Kittaka, eds. Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12.
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The purpose of this book is show how research on families can be used to offer inspiration, suggestions, and guidance to intercultural families choosing to school their children in the regular Japanese school system. Each chapter is written by a parent or parents who are themselves researchers and thus bring their skills to the task of writing about issues which have affected their families, and are likely to affect other families in similar ways. There are also suggestions for other non-Japanese parents coping with similar issues. The book is divided into three sections: The first, “Finding our own way”, deals with children’s and parents’ struggles with identity and inclusion in Japanese schools and society. The second, “Dealing with the Japanese school system”, offers narratives and advice on such topics as coping with homework and dealing with more than one school system, as well as what government-accredited Japanese overseas schools have to offer. The third section, “Coping with challenges”, examines the experiences of families where children are “different” because they have physical or intellectual challenges, or live with foster or adoptive families. The book concludes with a narrative about a family who made the decision to remove their children from the Japanese system entirely and send them abroad for schooling. The authors of the chapters in this book are all current or former university faculty, living in different areas of Japan. Some, who live in highly-populated urban areas, have had ample opportunities to locate educational options for their children, while others, living in rural communities, have had to struggle to advocate for their children’s inclusion in mainstream classes. Their stories are all compelling and their advice is certain to be helpful to those planning to or already raising children in Japan. This book will also be of value to researchers and educators, particularly those with an interest in bilingualism, intercultural families, and cross-cultural issues, along with anyone wishing to learn more about contemporary Japanese society.
Book chapters on the topic "Japanese intercultural families"
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Kittaka, Louise. "Leaving the Japanese Education System to Attend High School in New Zealand." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 267–90. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/11.
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As parents, we generally expect that our children will live with us at least until the end of high school. However, for some intercultural families whose children have been hitherto educated in the Japanese system, the parting may come sooner. In this chapter, I discuss factors involved in sending a child abroad for high school while parents remained in Japan, including the reasons families seek alternatives outside of the Japanese system, and some of the practical issues involved. (While there are exceptions, in this context “abroad” is considered the home country of a non-Japanese parent.) This chapter focuses on our family’s experiences with sending our three children to high school in New Zealand. While each family’s journey—indeed, each child’s journey—is unique, it is hoped that this chapter will offer some insights for other families contemplating a similar path.
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Murakami, Charlotte. "Japan’s Overseas School System." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 149–83. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/7.
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This chapter will be of interest to families with children who plan to leave Japan; especially those that intend to return and have their children re-enter the school system. In this chapter, I will outline a brief history of the system of Japanese schools (nihonjingakko or nihongakko for short) and the Japanese supplementary schools (hoshujugyoko or hoshuko for short). I will also touch upon the matter of private schools (shiteizaigaigakko). Nearly all of these schools have been set up overseas under the auspices of the Japanese Ministry of Education, and those set up independently have typically sought its approval and support. While some countries support and provide schooling overseas, none appear to match the sheer scale of Japan’s centrally controlled network of overseas schools. For Japanese and international families living outside Japan, these schools serve as a valuable means for their children to maintain and develop their Japanese literacy (kokugo) and to keep them in touch with Japanese culture. In this chapter, I will focus on the re-establishment of Japan’s overseas schooling network in the 1970s and explain how it operates. I will then identify key changes that have taken place since the 1990s. Understanding this recent history will profit sojourning and migrating families who are considering what educational path to take for their children.
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Kamibeppu, Marybeth. "Leaving Room for Minority Culture." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 46–68. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/3.
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This chapter is targeted at families raising bilingual and bicultural children in the Japanese school system. In it, I will discuss how one bicultural family approached fitting into Japanese school and society while still developing the minority-language mother’s culture and language. Since one family’s experience could be attributed to unique circumstances, to provide additional insights and perspectives eight other expatriate parents were interviewed either face-to-face (four parents) or via an online survey (four parents) to highlight some of the common strategies and experiences they used over time. For this study, the minority language is English as the international families all have an English first-language (L1) speaker or a bilingual (Japanese/English) parent. Each child in this paper has been educated primarily in Japanese public elementary, and public and private junior high and high schools. However, depending on the circumstance, some families have also chosen to embrace education outside the Japanese system. For some, this was a few weeks or months during elementary school, and for others it was for university or study abroad. For all the families who participated in my research for this chapter, education included an organized social and educational support group for raising bilingual children outside of school. Specifically, this chapter will explore the following: (1) how expatriate parents supported their own culture; (2) the importance of support from other families raising bilingual English/Japanese children while living in Japan; (3) what parts of these families’ experiences can enrich the lives of other bicultural families; and (4) how families can balance Japanese school clubs (bukatsu), supplementary education, school, and finances to support a family while still maintaining a minority language and culture.
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Dujmovich, Jon. "The Teacher Called Me “Okasan”: Experiences of a Non-Japanese Single Father With Bicultural Children and Japanese Education System." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 21–45. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/2.
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This chapter offers a glimpse into an atypical genre of single-parent family in Japan – a view from the perspective of a single non-Japanese father with young bicultural children. Interactions between the family members and systems of education in Japan can shed new light on cultural gender-based biases and traditionally held stereotypes. The confluence of connections between individual participants, gender role expectations, dominant cultures, and education, are explored in this study through autoethnographic methodology (Ellis et al., 2011; Strauss & Corbin, 1998) and the process of organizational sensemaking-the process by which people give meaning to their collective experiences (Weick, 1995; Weick, Sutcliffe, & Obstfeld, 2005). Educational settings bring together Japan's diversity within one setting, making intercultural encounters routine. Situations where there are perceived microaggressions (Pierce, 1970), cultural bumps (Archer, 1986), as well as examples of ethnocentrism and ethnorelativism (Bennett, M. J., 1998b) are examined and discussed within cultural, gender, and dominant culture privilege (Kimmel & Ferber, 2016; McIntosh, 2003) frameworks. I will make a case that intercultural sensitivity (Bennett, M.J., 1998a), as well as shifting into other perspectives or worldviews, can lead to enhanced intercultural understanding resulting in win-win outcomes. I will make a second case that autoethnography and organizational sensemaking are particularly well-suited methods for initial inquiry into fringe cultures, such as non-Japanese single fathers raising bicultural children.
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Cook, Melodie, and Louise Kittaka. "Introduction." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, xvii—xxiii. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/i.
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The authors explain their motivation for editing this book and how their backgrounds influenced the direction the project took. They also give a brief overview of the themes, research methods, and the contributing authors. The book aims to answer the following questions: How can non-Japanese or mixed-race Japanese children navigate their identities in school? How can a single father fit into the predominantly mother-dominated culture of schools? How do children fare in Japanese schools overseas? What issues exist for parents whose children have challenges? How can third-culture children navigate family culture, religion, and different school cultures? How can intercultural parents cope with the demands of homework when they are not fluent users of Japanese? How can intercultural parents cope with minority culture and language? What can intercultural parents do when schooling in Japan is not the best fit for their children?
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Stephens, Meredith. "Transferring Literacy and Subject Knowledge Between Disparate Educational Systems." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 118–48. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/6.
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This is a retrospective longitudinal study of the education of two Australian third culture kids who attended local Japanese schools from preschool to the first year of high school. This is a postmodern account, set in the 21st century, of transition to a radically different educational system. Many postmodern accounts describe obtaining an education in a new country due to migration in order to escape persecution (e.g. Antin, 1997; Hoffman, 1989). In contrast, the current study explores an alternative educational choice made by parents who had relocated to a remote region of Japan for employment. The choice to educate their children locally was due to both an interest in and respect for the local culture, as well as convenience. This account concerns their daughters’ experience of the Japanese public school curriculum from the first year of primary school to the first year of high school, and how this equipped them for the final two years of high school and beyond. In particular, it addresses the ways in which they viewed their learning in Years 11 and 12, and at the tertiary level in Australia, to have been influenced by their experiences of the Japanese curriculum.
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Ryan, Eugene. "Navigating Public Education in Japan for a Bicultural Child with Autism." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 218–40. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/9.
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When a bilingual child is diagnosed as being on the autistic spectrum, their parents suddenly find themselves faced with a bewildering range of seemingly urgent choices which emerge from the central idea of What is best for my child? For example, they must decide which place or environment looks like offering the best support, whether or not they should change or give up their jobs, and whether bilingualism itself is even tenable. Even when these key issues have been resolved, there is still the matter of how to raise and educate the child, and how to navigate the various challenges of the educational path that is chosen. In this chapter I will use the experiences of my family to illustrate some examples of the choices families in this situation are required to make. We are a British-Japanese family, settled in Japan, and all of us are fluent in English and Japanese. It will cover the time period from the autism diagnosis of our son at the age of four, to the present, a time span of around six years. During this time, our son has been educated in the local Japanese kindergarten and elementary school.
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Yphantides, Jennifer. "Negotiations of Selves in a Bilingual Japanese-English Elementary School Program: A Duoethnographic-Narrative Study." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 2–20. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/1.
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This duoethnographic-narrative study reports on child, parent, teacher, and administrator experiences and visions in a bilingual Japanese-English elementary school program. Drawing on liminality and imagined communities as theoretical frameworks, the researcher collected data from a variety of participants and shaped it into a narrative. Findings indicate that while Japan does have a growing number of multilinguals from varied backgrounds, child-parent experiences and visions of the future are not always congruent, nor are parent-teacher or parent-administrator experiences and visions aligned. Rather than making recommendations for practice, the paper concludes with a review of the literature, connecting the researcher’s findings with the extant body of scholarship.
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Cook, Melodie. "What to Know and Do to Help Your Adopted or Foster Child Succeed in Japanese Schools." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 241–65. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/10.
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In this chapter, I begin by giving background information about adoption and fostering in Japan, detail how adopted and foster children feel, and explain seven core issues faced by children in care. I then examine the root cause for such issues, trauma, and how it affects adopted and fostered children’s performance in school. Next, using my own family’s experiences as well as others’ in a similar position to mine that I have studied, I illustrate issues faced by non-Japanese adoptive and foster parents and how we can mitigate against them. It is my hope that this chapter will inform prospective and current adoptive and foster parents and encourage them to work with social workers, case workers, and educators to make our children’s experiences of schooling as good as they can be.
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Doyle, Shane, and Fiona Creaser. "One Family’s Personal Account of Linguistic Challenges of Bringing up Children in a Third Culture." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 69–93. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/4.
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In this chapter, we focus on the challenges of bringing up three children in three different cultures in two languages. We attempt to raise the issue of Japanese heritage inherent to the Japan-born foreign nationals and the difficulties encountered in trying to maintain and further L1 and L2 bilingualism. We introduce difficulties associated with L1 fluency as dictated by the necessity of living in a predominantly monolingual society and the desire to maintain and further L2 proficiency within this environment. Through the language struggles, we also attempt to highlight issues of identity that arise through the monolingual culture of Japan. We raise the question of which language the L1 language is and which language becomes the L2. We question perceptions of this, in particular in relation to parental views. Finally, we introduce some of the solutions to these difficulties in the hope that parents in similar situations may find them of benefit.