NCCRESt

part of the Education Reform Networks

Essentializing Dilemma and Multiculturalist Pedagogy: An Ethnographic Study of Japanese Children in a U.S. School

Examined Japanese children's experiences at a U.S. elementary school, noting their teachers' pedagogical responses. Two discourses of difference (individual and social/cultural difference) were used in the school in somewhat dichotomous ways, and the combination worked against children who had difficulty adjusting. Recommends a nonessentialist multiculturalist pedagogic discourse of difference to help teachers facing essentializing dilemmas. (SM)

• Author/Creator: Nozaki, Yoshiko
• Date Published: Sep
• Journal/Secondary Title: Anthropology & Education Quarterly
• Number: 3
• Volume: 31
• Year: 2000

This resource is cataloged under:

• Network/channel: NCCRESt: Practices: Diversity Practices
• Subject: Cultural Differences
• Subject: Diversity (Student)
• Subject: Immigrants
• Subject: Multicultural Education
• Subject: Teaching Methods

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