Diversity in Japanese Education / / edited by Naoko Araki.

• Superior document: Critical New Literacies: The Praxis of English Language Teaching and Learning (PELT)
• HerausgeberIn: Araki, Naoko.
• Place / Publishing House: Rotterdam : : SensePublishers :, Imprint: SensePublishers,, 2017.
• Year of Publication: 2017
• Edition: 1st ed. 2017.
• Language: English
• Series: Critical New Literacies: The Praxis of English Language Teaching and Learning (PELT)
• Physical Description: 1 online resource (CLII, 6 p.)
• Other title: Preliminary Material /; Internationalization of Education: Non-Junjapa /; Japanese Students’ Experiences of the Internationalization of Education in Japan /; Building Global Citizens /; Diversity on a Global 30 ‘World Studies’ Program /; Challenging The Myth Of Homogeneity In Japan In First-Year Writing1 /; “We Have All Been Here Before” /; Hidden Diversity in the Classroom /; ‘This is a Banana’ /; About the Authors /
• Bibliography: Includes bibliographical references and index.
• ISBN: 9463510591
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Naoko Araki.

No one is born fully-formed: it is through self-experience in the world that we become what we are. – Paulo Freire Diversity in Japanese Education explores ‘self-experience’ of individual learners and educators in Japan. The word ‘diversity’ is not limited to one’s ethnic background. Here, diversity refers to one’s pedagogical experiences and life experiences; to the norms, beliefs and values that impact such relations. These experiences and relations are fluid as they are shaped and reshaped in global and glocal settings. They are also reflected in praxis of English language learning and teaching in Japan. The authors’ educational backgrounds vary but they all share the common ground of being educators in Japan. Through being involved in learning and/or teaching English language in Japan, they have witnessed and experienced ‘diversity’ in their own pedagogical context. The book focuses on shifting critical and reflexive eyes on qualitative studies of pedagogical experiences rather than presenting one ‘fixed’ view of Japanese education.