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

Yoshiko Nozaki*

*この研究の対応する著者

研究成果: Article査読

21 被引用数 (Scopus)

抄録

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.

本文言語English
ページ(範囲)355-380
ページ数26
ジャーナルAnthropology and Education Quarterly
31
3
出版ステータスPublished - 2000 9月
外部発表はい

ASJC Scopus subject areas

  • 教育
  • 人類学

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