Immigrant children from Latin America at Japanese schools

Abstract

An ethnographic study conducted between 2003 and 2006 followed three children from Latin America attending three different public Japanese primary schools. The investigation concerned a Japanese-language tutoring programme for foreign children, which was evaluated by participant observation and a set of in-depth interviews with officials, school principals and teachers. The programme appeared to be ineffective because of the influence of a strong assimilation policy, homogenous and standard teaching, and ethnic and gender assumptions at the schools.

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