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Essentializing Dilemma and Multiculturalist Pedagogy: An Ethnographic Study of Japanese Children in a U.S. School
Author(s) -
Nozaki Yoshiko
Publication year - 2000
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.2000.31.3.355
Subject(s) - dilemma , ethnography , sociology , significant difference , pedagogy , gender studies , mathematics education , psychology , anthropology , epistemology , mathematics , philosophy , statistics
This article examines some Japanese children's experiences at a U.S. elementary school, as well as their teachers' pedagogical responses. Two discourses of difference—“individual difference” and “social/cultural difference”—were used in the school in somewhat dichotomous ways, and the combination worked against those children who had difficulty adjusting. A third pedagogic discourse of difference needs to be constructed to aid teachersfacing essentializing dilemmas.