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ETHNIC PROJECTS AND RESISTANCE AT A JAPANESE ELEMENTARY SCHOOL

표지

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초록·키워드 목차

For immigrant families, the context of reception at host-country schools can play a key role in shaping the families` path of assimilation. School practices and teachers` relationships with immigrant parents can impact the parents` trust in the schools and the pace of assimilation in immigrant families. Based on ethnographic fieldwork at a public elementary school in central Japan that has more than 50 foreign children, the majority of whom are Peruvians of Japanese descent, I explore this context of reception, including teacher-parent relations, teachers` expectations, their complaints, and their questions about the parents` commitment to living in the host country. I ask what is the nature of the relationship between Japanese teachers and foreign parents? How are school practices influencing the context of reception, and how is that context impacting foreign parents` sense of belonging in Japan? I argue that some school practices, such as having foreign parents sign a loyalty oath and repeatedly questioning the parents about their migration plans, constitute an ethnic project that defines Peruvian parents as disloyal aliens who are unwilling to adapt to Japanese cultural norms. In response, Peruvian parents limit their willingness to assimilate. I conclude by discussing potential impacts, including the reproduction of existing inequalities in this immigrant population. #Japan #Peruvians #immigration #education #ethnic project

FIELD SITE AND METHODS
PARENT-TEACHER RELATIONS IN JAPANESE SCHOOLS
QUESTIONING PERUVIANS` COMMITMENT TO LIVING IN JAPAN
Oaths and Tests
Calling in the Community
IMPACTS ON PERUVIAN ASSIMILATION
CONCLUSION
REFERENCES
Abstract

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