全学自由研究ゼミナール(PEAK)(Diversity in Japanese Society)

Week 1: Introduction Week 2: Discussing and learning diversity in classroom Marie Clarke & Sheelagh Drudy (2006) Teaching for diversity, social justice and global awareness, European Journal of Teacher Education, 29:3, 371-386, DOI: 10.1080/*****0795239 Week3: The myth of Japanese homogeneity I Sugimoto, Y. (1999). Making Sense of Nihonjinron. Thesis Eleven, 57(1), 81-96. https://doi.org/***** Week 4: Concept of race and racism in Japan Kawai, Y. (2015). Deracialised Race, Obscured Racism: Japaneseness, Western and Japanese Concepts of Race, and Modalities of Racism. Japanese Studies, 35(1), 23–47. https://doi.org/***** Week 5: Being Hafu (mixed race) in Japan Burke, Rachel S. 2016. Negotiating Space and Identity: The Experience of Hafu Children in Japanese Early Childhood Education. New Zealand Journal of Asian Studies 18 (2): 57–70. Week 6: International Marriage and Patriarchy NICOLA PIPER (1997) International Marriage in Japan: 'Race' and 'Gender' perspectives, Gender, Place and Culture: A Journal of Feminist Geography, 4:3, 321-338, DOI: 10.1080/*****5378 Week 7: Gender and disability Naoko Kawaguchi. (2024). Difficulties disabled women in Japan face with regard to love, marriage, and reproduction. In Disability, Sexuality, and Gender in Asia: Intersectionality, Human Rights, and the Law. London: Routledge. Week 8: Experience of LGBTQ+ foreigners in rural Japan Kawasaka, Kazuyoshi & Ami Kobayashi. 2025, “Intersectionality in Japanese Schools: The Experiences and Struggles of LGBTQ+ JET Teachers in Rural Japan” . Olomouc Asian Studies, Vol . III. Palacký University Olomouc. Week 9: Diversity policy in Japanese corporation Yoshiki Shinohara and Lailani L. Alcantara. (2022) The transition of diversity and inclusion policies and corporate behavior in Japan. in Yoshiki Shinohara and Lailani L. Alcantara. (eds). Diversity and Inclusion in Japan. Routledge. Week 10: Class presentations (3 presentations) (In case class register are less than 9 Burgess, C. (2007). Multicultural Japan? Discourse and the ‘Myth’ of Homogeneity. Asia-Pacific Journal, 5(3), e21. doi:10.1017/S1557466007020682 ) Week 11: Class presentations (3 presentations) Week 12: Class presentations (3 presentations) Week 13: Class presentations (3 presentations)

This course requires students - to read reading assignment for the class - to make two class presentations (15-20 minutes) summarizing a reading assignment in English to the class and your original study regarding diversity issues in Japan or East Asia - to actively participate in class

Class attendance and participation: 20% Class Presentation 1(about article summary): 30% Class Presentation 2 (about your original research): 50% You will pass the class when you have more than 60% score.

Students must read a reading assignment in advance and actively participate in class discussions.