多文化化の中の民族教育 - 『川崎市ふれあい館』の事例から -
Korean Ethnic Education in Multicultural Japan
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Around the 1990s, some important changes became conspicuous in the field of Korean ethnic education in Japan, once aimed at formation of a strong ethnic identity in order to resist the assimilation pressure and discrimination: the increase in newly arriving foreign residents and the introduction of multiculturalism into public educational area. Since then, Korean ethnic education in some regions has been discussed in the context of multicultural education. This paper examined how Korean ethnic education has intersected and negotiated with the multicultural transformation of local community and the multicultural education practices especially directed by the administration and public schools. It looked into the practices of the Kawasaki Fureaikan, which was established by the Kawasaki city in 1988 and has been managed by the Seikyusha, a social welfare foundation established mainly by ethnic Koreans in 1973. From my analysis, the following things became clear. Firstly, although the “Korean-only” principle has been inherited in the practices of the Korean ethnic education, Japanese children’s participation was also observed. Moreover, other changes in the educational contents, such as lesser emphasis to strong ethnic identity, were found as well. Secondly, the cooperation with the public schools in the local communities has spread and the concerns related with other foreign children and disabled children have been also taken into the practice. Thirdly, the activists of the Kawasaki Fureaikan have participated in the lessons of “education for international understanding” at public elementary schools, and tried to assert the viewpoint of “Kyosei” (co-living) with the residents who have different ethnic roots” in an effort to overcome the criticism of multiculturalism such as “It’s just simply the introduction of a foreign country”, or “It’s a kind of viewpoint that regards cultures only as objects of admiration exhibited in a museum”.
Abstract
Around the 1990s, some important changes became conspicuous in the field of Korean ethnic education in Japan, once aimed at formation of a strong ethnic identity in order to resist the assimilation pressure and discrimination: the increase in newly arriving foreign residents and the introduction of multiculturalism into public educational area. Since then, Korean ethnic education in some regions has been discussed in the context of multicultural education. This paper examined how Korean ethnic education has intersected and negotiated with the multicultural transformation of local community and the multicultural education practices especially directed by the administration and public schools. It looked into the practices of the Kawasaki Fureaikan, which was established by the Kawasaki city in 1988 and has been managed by the Seikyusha, a social welfare foundation established mainly by ethnic Koreans in 1973. From my analysis, the following things became clear. Firstly, although the “Korean-only” principle has been inherited in the practices of the Korean ethnic education, Japanese children’s participation was also observed. Moreover, other changes in the educational contents, such as lesser emphasis to strong ethnic identity, were found as well. Secondly, the cooperation with the public schools in the local communities has spread and the concerns related with other foreign children and disabled children have been also taken into the practice. Thirdly, the activists of the Kawasaki Fureaikan have participated in the lessons of “education for international understanding” at public elementary schools, and tried to assert the viewpoint of “Kyosei” (co-living) with the residents who have different ethnic roots” in an effort to overcome the criticism of multiculturalism such as “It’s just simply the introduction of a foreign country”, or “It’s a kind of viewpoint that regards cultures only as objects of admiration exhibited in a museum”.
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