1st Edition

The Global Education Effect and Japan Constructing New Borders and Identification Practices

Edited By Neriko Doerr Copyright 2020
    280 Pages
    by Routledge

    280 Pages
    by Routledge

    This volume investigates the "global education effect"—the impact of global education initiatives on institutional and individual practices and perceptions—with a special focus on the dynamics of border construction, recognition, subversion, and erasure regarding "Japan". The Japanese government’s push for global education has taken shape mainly in the form of English-medium instruction programs and bringing in international students who sometimes serve as a foreign workforce to fill the declining labour force. Chapters in this volume draw from education, anthropology, sociology, linguistics, and psychology to examine the ways in which demographic changes, economic concerns, race politics, and nationhood intersect with the efforts to "globalize" education and create specific "global education effects" in the Japanese archipelago.

    This book will provide a valuable resource for anyone who is interested in Japanese studies and global education.

    Series Editors’ Foreword
    List of figures
    List of tables

    Part I Settings
    Chapter 1. Introduction: Borders, Japan, and Global Education Effect (Neriko Musha Doerr)
    Chapter 2. Tracing the Developments of the “Global Education Effect” in Japanese Higher Education: Discourses, Policy, and Practice (Gregory Poole, Hiroshi Ota, and Mako Kawano)
    Chapter 3. Japan’s New “Immigration” Policy and the Society’s Responses (Uichi Kamiyoshi)

    Part II Tracing Effects
    Chapter 4. “Ryugakusei” as Students, Workers or Migrants? Multiple Meanings and Borders of the International Students in Japan (Miloš Debnár)
    Chapter 5. Global Education’s Outcomes and Improvement: The Role of Social Markers of Acceptance in Constructing Japanese Identity and Ingroup Boundaries (Adam Komisarof)
    Chapter 6. “Post Study Abroad Students,” “Never Study Abroad Students,” and the Politics of Belonging: The Global Education Effect of Japan’s English-Medium Campus (Neriko Musha Doerr, Gregory Poole, and Roy Hedrick III)
    Chapter 7. Translanguaging Practices within an Ideology of Monolingualism: Two Autoethnographic Perspectives (Ng¿c Anh п and Gregory Poole)

    Part III Projects for Transformations
    Chapter 8. Refracting Global Imaginations through Collaborative Autoethnography and Teaching: Reflections from Two “Border Crossing”/“Returnee” Academics in Japan (Yuki Imoto and Tomoko Tokunaga)
    Chapter 9. “The Sea”: Benefits of Discussing Controversial Issues in Second/Foreign Language Teaching (Saeri Yamamoto)
    Chapter 10. “Ekkyo bungaku” as crossing the border of language: Implications for learners of Japanese (Yuri Kumagai)
    Chapter 11. Use of the Border Dynamics for Educational Purposes (Yuko Abe)
    Chapter 12. Conclusion: Global Education Effects and Future Directions (Neriko Musha Doerr)



    Neriko Musha Doerr received a Ph.D. in cultural anthropology from Cornell University. Her research interests include politics of difference, language and power, education, and civic engagement in Japan, Aotearoa/New Zealand, and the United States, as well as study abroad. Her publications include Meaningful Inconsistencies: Bicultural Nationhood, Free Market, and Schooling in Aotearoa/New Zealand and Transforming Study Abroad: A Handbook, and articles in journals such as Critical Asian Studies, Identities: Global Studies in Culture and Power, International Journal of Cultural Studies, and Journal of Language, Identity, and Education. She currently teaches at Ramapo College in New Jersey, USA.

    'This is an impressively comprehensive, multi-disiplinary, and up-to-date volume on the cultural politics in global education in Japan. While other texts on this contemporary issue tend to be factual and descriptive, this edited book takes the very assumption of difference and border-crossing behind global education policy and discourses as a starting point to investigate how various identities—“native” and “non-native” Japanese speakers, “international and foreign students,” and “Japanese” students, low and high-skilled workers—are constructed. The volume covers a wide range of issues from assertion of cultural homogeneity, essentialism, xenophobia, and the protection of “tradition,” English hegemony, the intersection of education and immigration policies, and the complex effects of new institutional arrangements designed to “globalize” education in the context of low birth rate and dire foreign labour need. Global education becomes a prism to understand urgent socio-political issues in Japan from demographic changes, economic concerns, race politics, and regimes of mobility. A must read for everyone who is interested in Japanese studies and global education.' - Jennifer Chan, Associate Professor, Faculty of Education, University of British