Essentializing Dilemma and multiculturalist pedagogy: An ethnographic study of Japanese children in a U.S. school

Yoshiko Nozaki

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

This article examines some Japanese children's experiences at a U.S. elementary school, as well as their teachers' pedagogical responses. Two discourses of difference - "individual difference" and "social/cultural difference" - were used in the school in somewhat dichotomous ways, and the combination worked against those children who had difficulty adjusting. A third pedagogic discourse of difference needs to be constructed to aid teachers facing essentializing dilemmas.

Original languageEnglish
Pages (from-to)355-380
Number of pages26
JournalAnthropology and Education Quarterly
Volume31
Issue number3
Publication statusPublished - 2000 Sep
Externally publishedYes

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discourse
teacher
pedagogics
cultural difference
school
elementary school
experience

ASJC Scopus subject areas

  • Education
  • Anthropology

Cite this

Essentializing Dilemma and multiculturalist pedagogy : An ethnographic study of Japanese children in a U.S. school. / Nozaki, Yoshiko.

In: Anthropology and Education Quarterly, Vol. 31, No. 3, 09.2000, p. 355-380.

Research output: Contribution to journalArticle

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