A Case Study of Multicultural Education Curriculum in Japanese Middle School

Journal: Journal of Higher Education Research DOI: 10.32629/jher.v3i1.640

Shengjie Zou1, Shengnan Zhou2

1. Xiamen University Tan Kah Kee College, Zhangzhou 363105, Fujian, China
2. Joint Graduate School in Science of School Education, Hyogo University of Teacher Education, Kato 6371494, Japan

Abstract

In the context of globalization, Japan has gradually moved from a single ethnic group to diversity due to historical factors such as the immigration boom and economic development. This change also calls into question the traditional form of education in Japanese society, which is unable to adapt to the current society where multiculturalism coexists, and where the trend toward diversity in Japan has become inevitable as the world continues to globalize. Therefore, it is necessary and urgent to discuss the reflection on how to solve the social problems of multicultural impact. In this study, we analyzed the implementation of multicultural education in schools and the difficulties encountered, and discussed measures to solve the problem based on interviews and research conducted in middle schools in Hamamatsu City, using multicultural education as the main research topic and analyzing the research conducted by Japanese scholars and experts.

Keywords

multicultural education, curriculum, Japanese middle school

References

[1] James A. Banks. (2020). An Introduction to Multicultural Education. fifth edition / (U.S.). Beijing: The Commercial Press.
[2] Huang, Ningning & Chen, Xuejin. (2019).A Study on Recent Practices of Multicultural Education in Japanese Universities[J]. Foreign Education Research.
[3] M. Satake. (2011). Foreign Residents in Japan and Multicultural Conviviality from the Perspective of Local Communities[M]. Tokyo, Kyoto: Akashi Shoten Press.
[4] T. Mizukami (ed.). (2019). Multicultural Integration and the Development of Immigrant New City: The Case of the Japanese Brazilian Community in Hamamatsu City. [J] World Castle City Day, p. 6-11.
[5] T. Morimo. (2020). Learning Area Multicultural Society, Japan Society for International Understanding Education, International Understanding Education in the Global Age: Connecting Practice and Theory (p. 64-67), Akashi Shoten Press.

Copyright © 2022 Shengjie Zou, Shengnan Zhou

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