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Parmenter, L.K.

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Becoming international in a Japanese junior high school  An ethnographic study

Durham e-Theses

(Monbusho) (1989g) Z'JII (Junior High School Guidelines: Special Activities). J3' 276Bibliography *IS ' (Monbusho) (1 989h) .'J' (Elementary School Teaching Guidelines).

(Tokyo University Effective Learning Research Group) (ed.) (1991) ''? (ãM) (Methods of studying for junior high school s1uc?nts (English).

01 - Observation notes made from July to November 1993.

03 - Observation notes made from February to March 1994.

05 - Observation notes made from August to November 1994.

2.2 International and intercultural identities There are two discrete stages in the development of international and intercultural identities. The first, to appropriate Hannerz's (1990: 241) use of the image, is the stage of 'national and

2.3 Global and transcultural identities Globalisation, as Albrow (1993: 248) notes, is a term which only came into use in the 1

3.3 This-worldness, self-cultivation and the right way One of the &quot;Three Marks of Life&quot; of Buddhism is known as anicca, and refers to the transience of the phenomenal world. Anicca, as it exists in Japan,

31Chapter 2 National, international, global and

35Chapter 2 National, international, global and cultural identities

36Chapter 2 National, international, global

4.2 Self in the nation The

a teacher in the school overshadowed and obviously affected the fact

A1FJ (ningen keisei:

Although Monbusho 1989b:

Bloom uses the works of Freud, Mead, Erikson,

Confucianism was first introduced to Japan from China via Korea some

Directly arising from the work of Berger & Luckmann, social constructionism proposes that: selves are not there to be found, but are constructed in the process of social interaction. (Honess, 1992: 103) Similarly, as

Family, work, religion, hobbies or a range of other contexts provide the co-ordinates through which identities are constructed but, as Mathews (1996: 52) indicates,

Homogeneity. The stereotype of the Japanese as a homogeneous people is well known and is in no small part a tribute to the effectiveness of the nihonjinron writers. Much of the nihonjinron writing is based on this premise

However, stage

In addition, I considered

In King (ed.) Rohien, T.P. (1983) Japan's High Schools. Berkeley: University of California Press Rohien, T.P. (1989) Order in Japanese Society: Attachment, Authority and Routine.

It is in direct contrast to the characteristic Indian reaction to the world of 46Chapter 3 Japanese identities change, which is to reject it in favor of an ultimate reality, a transcendent Absolute in which the mind can find refuge from the ceaseless

It is relevant to note that the terms uchi and solo are often used to distinguish Japan and the rest of the world (e.g. f*I3, Yomiuri Shimbun survey research committee, 1986: 32-36).

Journal ofJapanese Studies, Vol.15, 1 Rohlen, T.P. (1995) Differences that make a Difference: Explaining Japan's Success.

London: Croom Helm Maher, J.C. & G. Macdonald (1995) Diversity in Japanese Culture and Language.

London: Pluto Press Erikson, E.H. (1968) Identity, Youth and Crisis. New York: Norton Featherstone, M. (ed.) (1990) Global Culture. London: Sage Featherstone, M. (1995) Undoing Culture: Globalization, Postmodernism and Identity.

London: Sage Feinman, S. & M. Lewis (eds.) (1991) Social Influences and Socialization in Infancy.

Nakano (1995: 53) remarks that internationalisation during the Azuchi-Momoyama period (1568-1600) &quot;attained remarkable heights&quot;.

New York: Teachers College Press Ehara, T. (1992) The internationalization of education. In Hook & Weiner (eds.) Eriksen, T.H. (1993) Ethnicity and Nationalism: Anthropological Perspectives.

Of the various ethical

on the techniques and issues of the research process which

Q4 - questionnaire on experiences with and attitudes to foreigners. Conducted with 279 second year students in three schools in May 1994.

Secondary

Smith's claims may appear extravagant, but they are supported by Greenfeld (1996: 10), who remarks that: In the modern world, national identity represents what may be called the

Some of these measures were extreme. For example, one of the recommendations of the &quot;Report of the US Education Mission to Japan&quot; of 1946 was to abandon the entire Japanese writing system. The argument was: Wherever possible

something in

The authors identify Japan as an example of a country where secondary control is considered more desirable and appropriate than prImary control. This notion is 15Chapter 1 Identities supported by

The next issue is the content of socialisation. There are

The state cult retained this authority until Japan's defeat in 1945.

This notion of fusion between self and other has echoes

Through the 1 880s the sentiments expressed in the 1879 Order

to be constructed and developed, and the

to the rather

to this definition, informed consent

Becoming international in a Japanese junior high school : an ethnographic study.

Becoming international in a Japanese junior high school : an ethnographic study.

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