lesson diversity in japan - stanford university

1the road to tokyo

Lesson _____________________________________________Diversity in Japan

• Whatisthebasisofidentityandhowisitrelatedtodiscrimination?• Howareboundariesbetweenidentitygroupsdrawnandenforcedin

society?• HowdiverseisJapan’spopulation?• WhatkindsofdiscriminationhaveJapan’sminoritygroupsfaced,and

aretheircircumstanceschanging?• HowdotheexperiencesofJapan’sminoritygroupsparallelthoseof

minoritygroupsinothersocieties?

AsaprecursortostudyingaboutdiversityinJapan,studentsneedtobeablenotonlytobecomefamiliarwithminorityissuesonagenerallevel,butalsotounderstandthemfromamorepersonalperspective.Thelessonbeginsbychallengingstudentstoreflectontheirownsenseofidentityandtothinkaboutwhatdefinesthembothasindividualsandasmembersofparticulargroups.Studentslearntomakeconnectionsbetweenthewaysinwhichtheythinkabouttheirownidentitiesandhowtheseidentitiesprovidethemwithafeelingofbelongingandwithcriteriaforcategorizingthemselvesandothers.

StudentsthenreadaboutdifferentminoritygroupsinJapan,discussminority-relatedissuessuchasdiscrimination,andconductresearchinsmallgroupsononeof10minoritiesinJapan.Studentssharetheirresearchwitheachotherthroughoralpresentations.ThelessonconcludeswithanindividualwritingassignmentthatencouragesstudentstoreflectonminorityissuesinJapan,intheirownsociety,andaroundtheworld.

Inthislesson,studentswill

• learnaboutminoritygroupsinJapanbroadlyandinTokyospecifically;

• identifyfactorsthatdefineusasindividualsandasmembersofaparticulargroup;

• understandthecomplexitiesofidentityanddiscrimination;• researchminorityissuesinJapanesesociety;• maintainanopen-mindedapproachtodiscussingsensitiveissues

suchasidentity,minority-groupissues,anddiscrimination;and• respectthedifferencesinpeoplethatmakeusunique.

OrganizingQuestions

Introduction

Objectives

diversity in japan

© SPICe | spice.stanford.edu2

Thislessonhasbeendesignedtomeetcertainnationalhistory,socialstudies,andcommoncorestandardsasdefinedbytheNationalCenterforHistoryintheSchools,theNationalCouncilfortheSocialStudies,andtheCommonCoreStateStandardsInitiative.Thestandardsforthelessonarelistedhere.

National History Standards (from the National Center for History in the Schools)

World History

Era9,Standard3A:ThestudentunderstandsmajorglobaltrendssinceWorldWarII.• Grades5–12:Comparecauses,consequences,andmajorpatterns

ofinternationalmigrationsinthelate20thcenturywithworldpopulationmovementsofthe19thcenturyandthefirsthalfofthe20th.[Drawcomparisonsacrosserasandregions]

• Grades5–12:Assessthedegreetowhichbothhumanrightsanddemocraticidealsandpracticeshavebeenadvancedintheworldduringthe20thcentury.[Formulatehistoricalquestions]

• Grades9–12:Analyzecausesofeconomicimbalancesandsocialinequalitiesamongtheworld’speoplesandassesseffortsmadetoclosethesegaps.[Employquantitativeanalysis]

• Grades9–12:Analyzeconnectionsbetweenglobalizingtrendsineconomy,technology,andcultureinthelate20thcenturyanddynamicassertionsoftraditionalculturalidentityanddistinctiveness.[Analyzecause-and-effectrelationships]

WorldHistoryAcrosstheEras,Standard1:Long-termchangesandrecurringpatternsinworldhistory.• Grades5–12:Analyzehowidealsandinstitutionsoffreedom,equality,

justice,andcitizenshiphavechangedovertimeandfromonesocietytoanother.

National Social Studies Standards (from the National Council for the Social Studies)

• Culture;ThematicStrandI:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofcultureandculturaldiversity.

• Time,Continuity,andChange;ThematicStrandII:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofthepastanditslegacy.

• People,Places,andEnvironments;ThematicStrandIII:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofpeople,places,andenvironments.

• IndividualDevelopmentandIdentity;ThematicStrandIV:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofindividualdevelopmentandidentity.

ConnectionstoCurriculum

Standards

diversity in japan

3the road to tokyo

• Individuals,Groups,andInstitutions;ThematicStrandV:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofinteractionsamongindividuals,groups,andinstitutions.

• GlobalConnections;ThematicStrandIX:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofglobalconnectionsandinterdependence.

• CivicIdealsandPractices;ThematicStrandX:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyoftheideals,principles,andpracticesofcitizenshipinademocraticrepublic.

Reading Standards for Literacy in History/Social Studies (from the Common Core State Standards Initiative)

• Standard2,Grades11–12:Determinethecentralideasorinformationofaprimaryorsecondarysource;provideanaccuratesummarythatmakescleartherelationshipsamongthekeydetailsandideas.

• Standard6,Grades9–10:Comparethepointofviewoftwoormoreauthorsforhowtheytreatthesameorsimilartopics,includingwhichdetailstheyincludeandemphasizeintheirrespectiveaccounts.

• Standard7,Grades11–12:Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmedia(e.g.,visually,quantitatively,aswellasinwords)inordertoaddressaquestionorsolveaproblem.

• Standard9,Grades11–12:Integrateinformationfromdiversesources,bothprimaryandsecondary,intoacoherentunderstandingofanideaorevent,notingdiscrepanciesamongsources.

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects (from the Common Core State Standards Initiative)

• Standard2,Grades6–12:Writeinformative/explanatorytexts,includingthenarrationofhistoricalevents,scientificprocedures/experiments,ortechnicalprocesses.

• Standard4,Grades9–12:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

• Standard7,Grades9–12:Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself-generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.

• Standard9,Grades9–12:Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.

diversity in japan


Handout1,Perceptions Survey,60copiesHandout2,Introduction to Japan’s Minority Groups,15copiesHandout3,Diversity in Japan,30copiesHandouts4A–J,Research Project,3copieseachHandout5,Diversity in Japan Quiz,30copies(optional)Projection1,Sources of IdentityProjection2,ReflectionTeacherInformation,Research Project RubricAnswerKey1,Diversity in JapanAnswerKey2,Diversity in Japan Quiz

Computer,projector,andscreen(forteacher)10–30computerswithInternetaccess(forstudentuse)Whiteboard/chalkboard

Instructionsandmaterialsarebasedonaclasssizeof30students.Adjustaccordinglyfordifferentclasssizes.

1. Maketheappropriatenumberofcopiesofhandouts.2. Becomefamiliarwiththecontentofthehandouts,projections,teacher

information,andanswerkeys.3. Setupandtestthecomputerandprojector.4. BeforeDayTwo,haveInternet-readycomputersavailableforstudent

research.Alternatively,youmaywanttoarrangeforyourclasstovisitthecomputerlaborlibrarysothatstudentscanhaveaccesstocomputers.

Atleastthree50-minuteclassperiods

1. Writeonthewhiteboardthefollowingquestion:“WhatfivethingsareimportantindefiningwhoIam?”Askstudentstothinkaboutthequestionforafewminutesandthenjotdowntheiranswers.

2. DisplayProjection1,Sources of Identity,andaskstudentstocomparetheirownliststothelistontheprojection.Discussthefollowingquestions.• Howdoesyourlistcomparetothelistontheprojection?• Doesanythingonyourlistnotappearontheprojection?• Whichelementsinthelistareusuallyusedtodefineanindividual?

Todefinegroupsofpeople?• Whatpartsofouridentitiesfeelinnate?Whichfeelacquiredor

learned?

Equipment

TeacherPreparation

ProceduresDayOne

Time

Materials

diversity in japan

5the road to tokyo

• Howdoesthislistcontributetoortakeawayfromyoursenseofuniqueness?

3. Dividetheclassintosmallgroupsoffourorfivestudentseach,andaskeachgrouptodothefollowingactivitytogether:“Listfivecharacteristicsthatyourgroupmembershaveincommon.Ideallythesecharacteristicsshouldrelatetoitemsontheprojection.”Askonepersonfromeachgrouptosharehisorhergroup’slistwiththeclass.

4. Itiscrucialtoproperlydebriefthisportionofthelessonbecauseofthesensitivenatureofthesubject.Allowyourstudentstoexpressthemselvesandsharetheirthoughts,butleadthediscussiontowardtheacknowledgmentthatindividuals’andgroups’differencesarewhatmakeuswhoweare.Encourageaclassdiscussionaroundthefollowingquestions.Or,ifyouthinkstudentswouldfeelmorecomfortablesharingtheirthoughtsonpaper,youmightwanttousethesequestionsasguidelinesforawritingassignment.• Considerthefivecommoncharacteristicsyoulistedasagroup.

Inaway,thesecharacteristicshelpdefineyourgroup’sidentity.Howcentralaretheseelementsindefiningyourpersonalidentity?Doesthislistoverlapatallwithyourlistofthefivethingsthathelpdefineyou?

• Thinkmorebroadlyaboutgroupsyouareamemberof,bothlarge(e.g.,race,gender,nation)andsmall(e.g.,neighborhood,school,club/team).Inwhatwaysdoesourmembershipincertaingroupsshapeoursenseofpersonalidentity?

• Inwhatwaysdoesourmembershipincertaingroupsaffectthewayothersperceiveus?

• Whatisthedifferencebetweenbeing“labeled”byotherpeopleand“identifying”ourselves?

• Inwhatwayscanadeepunderstandingofouridentitieshelpustounderstandotherpeople’sperspectives?

5. InformstudentsthattheywillbeexploringthesebroadtopicsofidentityandgroupmembershipinthespecificcontextofJapan.DistributeonecopyofHandout1,Perceptions Survey,toeachstudent,andallowstudentsseveralminutestofilloutthesurvey.Collectandsavethesurveystoreevaluateafterthelessoniscompletedsostudentscanseehowtheirviewsmayhavechanged.

Optional:Beforecollectingsurveys,gothrougheachstatementasaclassandasksomestudentstosharetheirresponsesandexplanations.Domoststudentsagreewitheachotheroraretheremanystatementsforwhichstudentshadmixedreactions?

6. Dividetheclassintopairs.DistributeonecopyofHandout2,Introduction to Japan’s Minority Groups,toeachpairtoreadanddiscuss.

Optional:Afterstudentshavediscussedthehandoutinpairs,leadaclassdiscussionaroundthequestionsonHandout2,reprintedbelowforreference.

diversity in japan


• Isthereanythingyouwouldaddtothedefinitionofa“minoritygroup”thatyouthinkisimportant?

• Thereadingdefinesaminoritygroupasnotnecessarilybeinganumericalminority.Canyouthinkofexampleswherethisisso?

Example: Blacks in South Africa are the numerical majority, but are still politically and socially subordinate to whites.

• WeremanyofyourpreviousperceptionsaboutJapaninaccurate?7. DistributeonecopyofHandout3,Diversity in Japan,toeachstudent,

andallowtherestoftheperiodforsilentreadingandworkontheassignment.Studentswhodonotfinishinclassshouldcompletetheassignmentforhomework.

1. Collecthomeworkassignmentforassessment.2. Leadaclassdiscussionaroundthediscussionpointsbelow,reviewing

thehomeworkassignmentandsegueingintotheresearchproject.• Whatisthemostsurprisingorinterestingthingyouhavelearned

aboutminoritiesinJapansofar?• WhatparallelscanyoudrawbetweenminoritygroupsinJapan

andminoritygroupsinourownsociety?Whatsimilaritiesdotheyshare?

• SoonyouwillworktogetheringroupstoconductresearchononeoftheminoritygroupsinJapan.AswecontinuetolearnandthinkaboutminoritygroupsinJapanandingeneral,itisimportanttoremembertwothings:– Withineverygroupexistsawidediversityofindividual

experiencesandcircumstances.Notallpeopleinagrouparethesamenorexperiencethesamethings.Whatexamplesofthisintra-groupdiversitycanyouthinkofinthecontextofJapan?OutsideofJapan?

Japanese context: Student answers will vary. One example are the kikokushijo, who spend varying amounts of time outside of Japan. Their linguistic abilities, culture, behaviors, experiences abroad, and experiences upon returning to Japan (e.g., being bullied or not) vary greatly.

Non-Japanese context: Student answers will vary.– Minoritygroupsarenotmutuallyexclusive;peoplecanbe

membersofmorethanonegroup.WhatexamplesofthiscanyouthinkofinthecontextofJapan?OutsideofJapan?

Japanese context: Student answers will vary. Examples mentioned in Handout 3 include zainichi Korean hibakusha and Okinawan nikkeijin/kikokushijo.

Non-Japanese context: Student answers will vary but can include any example combining multiple minority statuses. In a U.S. context, examples might include Hispanic women, Muslim immigrants, LGBT African Americans, and so on.

DayTwo

diversity in japan

7the road to tokyo

Assessment

3. Dividetheclassinto10groups,andexplainthateachgroupwillresearchaminoritygroupinJapanandpresentitsfindingsduringthenextclassperiod.DistributeoneversionofHandout4A–J,Research Project,toeachgroup.(OnegroupshouldreceiveHandout4A,anothershouldreceiveHandout4B,andsoon.)

Optional:IfastudentgroupisparticularlyinterestedinresearchingadifferentminoritygroupinJapan—includingonethatwasmentionedbutnotprofiledinthislesson(e.g.,LGBTcommunity,Chinesecommunity,Taiwanesecommunity,women)—allowstudentstotradetopics.

4. Makecomputersavailableforstudentuse.Allowtheremainderofclasstimeforgroupstodivideresponsibilities,conductresearch,andplantheirpresentations.Instructstudentstocompletetheirprojectsforhomeworkandbepreparedtodelivertheirpresentationsnextclassperiod.

1. Allowgroupsfiveminutestoreconveneanddiscusstheirpresentationplanonemoretime.

2. Directstudentstotakenoteswhileothergroupsarepresenting.Inparticular,theyshouldfocustheirnotesonthethreemainresearchquestionsfromHandout4(i.e.,historyofminoritygroup,challengesfacedhistorically,challengesfacedtoday).Theirnoteswillbecollectedforassessment.

3. Facilitategrouppresentations,ensuringthatgroupsstaywithinthefour-minutetimelimit.

4. Collectgrouppresentationmaterialsforassessment.5. DistributeonecopyofHandout1,Perceptions Survey,toeach

studenttocompleteforhomework.ThisisthesamesurveystudentscompletedonDayOne,buttheirresponsesnowmayreflectachangeintheirperceptionofJapaneseandU.S.societies.(Whenstudentsreturntoclassnextperiodwithcompletedsurveys,redistributetheiroriginalsurveysandaskstudentstocomparetheirresponses.)

6. Concludethelessonbyassigningawrittenreflectionforhomework.DisplayProjection2,Reflection,foralistofsuggestedquestions.

Thefollowingaresuggestionsforassessingstudentworkinthislesson:

1. AssessstudentresponsestoquestionsonHandout3,Diversity in Japan,basedonAnswerKey1,Diversity in Japan.

2. EvaluategroupresearchprojectsandpresentationsbasedonTeacherInformation,Research Project Rubric.

3. Collectthenotesstudentstookduringthegrouppresentations,andinformallyassessstudentlevelofattentionduringthepresentationsasdemonstratedbyqualityofnotestaken.

4. Collectandassessthefinalwritingassignmentbasedonclarityofexpression,contentknowledgedemonstrated,andqualityofthought.

DayThree

diversity in japan


5. Optional:TeststudentknowledgeofJapan’sminoritygroupsbyadministeringHandout5,Diversity in Japan Quiz,attheendofthelesson.ScoreandcorrectquizzesbasedonAnswerKey2,Diversity in Japan Quiz.

6. Assessstudentparticipationingroupandclassdiscussions,evaluatingstudents’abilityto• clearlystatetheiropinions,questions,and/oranswers;• providethoughtfulanswers;• exhibitsensitivitytowarddifferentculturesandideas;• respectandacknowledgeotherstudents’comments;and• askrelevantandinsightfulquestions.

handout 1

9the road to tokyo

perceptions survey

Onascaleof1to5,1beingstrongly disagreeand5beingstrongly agree,rateyourfeelingsregardingthesestatementsandexplainyourchoice.

*meritocracy—asysteminwhichadvancementisbasedonindividualabilityorachievement

Statement Rating Explanation

1. Japan is a homogeneous country. 1 2 3 4 5

2. The United States is a homogeneous country. 1 2 3 4 5

3. Japan is a classless society. 1 2 3 4 5

4. The United States is a classless society. 1 2 3 4 5

5. There are many minorities in Japan. 1 2 3 4 5

6. There are many minorities in the United States. 1 2 3 4 5

7. Poverty does not exist in Japan. 1 2 3 4 5

8. Poverty does not exist in the United States. 1 2 3 4 5

9. Everyone in Japan speaks Japanese. 1 2 3 4 5

10. Everyone in the United States speaks English. 1 2 3 4 5

11. Japan is a meritocracy.* 1 2 3 4 5

12. The United States is a meritocracy.* 1 2 3 4 5

handout 2


Generallydefined,aminoritygroupisacategoryofpeoplewhoaredifferentiatedfromthesocialmajority.Thisdifferentiationcanbebasedonethnicity,race,culture,language,caste,gender,sexualorientation,orothertraits.1Asatermusedbypoliticiansandsocialscientists,aminorityisnecessarilysubordinatetothedominantgroupwithinasociety;itislesspoliticallypowerful.Thissubordinacy,ratherthananumericalminority,isthechiefdefiningcharacteristicofaminoritygroup.

Japanhaslongheldthereputationofbeinganethnicallyhomogeneousandharmoniousnation.Formanyyears,thisviewwaswidelyacceptedwithoutquestionandpromotedbyWesternscholarsaswellastheJapanesepeopleandgovernment.However,amorefocusedanalysisrevealstheinnerworkingsofacomplexsocialhierarchy,anditbecomesclearthatJapanesesocietyissharplydividedalongdistinctlinesofstatusandpower,majorityandminority.Exposedistheuncomfortablecoexistenceoftheoverwhelminglylargemajorityof“Japanese”peopleandamuchsmallercontingentofminoritygroups.ThisuneasysocialdynamicbetweenthemajorityandminoritiesmakesapparentthedichotomousnatureofJapanesesociety,theinsiderversusoutsidermentality,majorityversustheminorities,theofficialpoliciesversusunofficialpractice.

Japan’spopulationisinfactoverwhelminglyhomogeneous.Over96percentofthepeoplebelongtothemajority,andallofthesepeopleareethnicJapanese.Therestofthepopulationislooselycategorizedas“minorities,”mostofwhomareofnon-JapanesedescentsuchastheChinese,Taiwanese,Koreans,Ainu,andOkinawans.Still,notallminoritiesarenon-Japanese;therearealsoethnicJapaneseinthiscategory,suchastheburakuminwhosepariahstatuswasestablishedcenturiesago.AlthoughJapan’sfeudalcastesystemhaslongsincebeenabolished,theycanstillfacediscrimination.AnotherexampleistheJapaneseimmigrantsfromLatinAmericawhosedistinctlyLatinAmericanculturesetsthemapart.ManyalsoconsiderJapanesewomentobeaminoritybecausetheirrightsandprivilegesarelimitedcomparedwiththoseoftheirmalecounterparts.Whilethesegroupsmaynotsharemuchincommonwitheachotheronasuperficiallevel,theydosharethecommonexperienceoflivinginJapanasmarginalizedmembersofsociety.

Discussion Questions

Discussthefollowingquestionswithyourpartner.

• Isthereanythingyouwouldaddtothedefinitionofa“minoritygroup”thatyouthinkisimportant?

• Thereadingdefinesaminoritygroupasnotnecessarilybeinganumericalminority.Canyouthinkofexampleswherethisisso?

• WeremanyofyourpreviousperceptionsaboutJapaninaccurate?

introDuction to Japan’s Minority Groups

subordinate—placedinoroccupyingalowerclass,rank,orposition;inferior

homogeneous—ofuniformcomposition

social hierarchy—asystemofclassificationofsocialgroupsbasedonabilityoreconomicorsocialstanding

contingent—agroupofpeopleunitedbysomecommonfeature,formingpartofalargergroup

dichotomy—adivisionorcontrastbetweentwothingsthatareorarerepresentedasbeingopposedorentirelydifferent

pariah—outcast

marginalize—totreat(aperson,group,orconcept)asinsignificantorperipheral

handout 3

11the road to tokyo

MostAmericansdonotthinkaboutJapanesesocietyasbeingdiverse;theyimagineonlypeopleofJapaneseancestrywholook,speak,andactJapanese.InJapan,too,mostJapanesethinkoftheirsocietyinthisway.Butinreality,Japanesesocietyincludesmanydifferentkindsofpeople.SomepeopleinJapanexperiencediscriminationduetonotonlyissuesofrace,culture,andnation,butalsoperceivedcontamination.

Indigenous Groups: Ainu and OkinawansInJapan,similartotheUnitedStatesandothernations,thereareindigenouspopulationswhoarenotpartoftheethnicmajority.TwosuchmajorgroupsofnativepeopleareAinuandOkinawans.

Ainu(“AI-noo”)historicallyinhabitedwhatiscurrentlyknownastheislandofHokkaidointhenorthernmostpartofJapan.Theyhadtheirownlanguageandculturebeforecolonizationlawsinthelate19thcenturyfocusedonconvertingAinuintoJapanesewerepassed.NowAinuhaveJapanesecitizenshipandhaveassimilatedintoJapanesesociety.WhileAinuhistory,culture,andpopulationsaremostvisibleinHokkaidowithanestimatedAinupopulationofalmost25,000,2about5,000–10,000AinualsoliveinTokyo.3AinuwereofficiallyrecognizedbytheJapanesegovernmentasanindigenouspopulationinJapanin2008.

OkinawanshavehistoricallylivedinwhatiscurrentlyknownastheprefectureofOkinawainthesouthernmostpartofJapan.TheseislandspreviouslymadeupthemainislandsoftheRyukyuKingdom.Okinawanshavetheirownlanguages(therearesixRyukyuanlanguagesandmultipledialects)andculture,butsimilartoAinufacedassimilationpoliciesandarenowallJapanesecitizenswithmostyoungOkinawansspeakingonlyJapanese.4ThepopulationofOkinawaPrefectureis1.3million,thoughapproximately300,000OkinawansareresidinginotherpartsofJapanandmanyalsogoabroad.5

BurakuminBurakumin(“boo-RAH-koo-MEEN”)arethelargestminoritygroupinJapanwithanestimatedpopulationof1.5to3millionpeople,concentratedprimarilyinthewesternregion.WhatmakesthemdifferentfromthemajorityofJapanesepeopleisnottheirancestry,buttheoccupationsthattheirancestorsheld—astanners,cobblers,butchers,andundertakers—thatinvolvedkillingordeathandwereassociatedwith“uncleanliness”or“pollution.”Partofthediscriminationagainstburakumin,whowereinthelowesttiersofastratifiedstatussysteminJapan,includedresidentialsegregation.Thoughthefeudalcastesystemwasofficiallyabolishedin1871,peoplefromneighborhoodsthatareknownashistoricallyburakumincontinuetoexperiencediscrimination,havingahardertimefindingjobsandmarriagepartners.

Diversity in Japanby Dr. Jane H. yaMasHiro

Ryukyu Kingdom—anindependentkingdomthatruledmostoftheRyukyuIslandsfromthe15thtothe19thcentury

tanner—apersonwhotansanimalhides,especiallytoearnaliving

cobbler—apersonwhomendsshoesasajob

handout 3


Zainichi Koreans InJapanese,zainichi(“ZAI-nee-chee”)literallymeansresidinginJapan.PeopleofKoreanancestryhavebeeninJapanforoveracentury,datingbacktotheJapanesecolonialperiod.MostzainichiKoreansarethird-orfourth-generation,bornandraisedinJapan,speakonlyJapanese,andhaveneverlivedoutsideofJapan.DespitebeingindistinguishablefrommajorityJapaneseineverydaylife,zainichiKoreansstillexperiencediscriminationduetotheirethnicdifference.Moreover,sinceJapanesecitizenshipistypicallypasseddownfromparenttochild(i.e.,thoseborninJapanarenotautomaticallycitizens),mostzainichiKoreansareforeignnationalresidentsunlesstheynaturalizetoJapanesecitizenship.Asof2014,theSouthKoreanforeignnationalresidentpopulationisreportedtobeapproximately500,000.6

Foreign WorkersPeoplewhomigratetoJapanandtakeonunskilledworkaretypicallyreferredtoas“foreignworkers”or“migrantworkers.”LargenumbersofforeignworkersbeganbeingattractedtoJapaninthe1980s.Atthattime,unskilledworkwasplentifulbecausewithJapan’s“bubbleeconomy,”Japanesemenandwomencouldfindotherkindsofeasierworkthatpaidwell,soforeignworkerswerewelcometodothe“3D”jobs—dirty,difficult,anddangerous.Whilemaleforeignworkerstendtoworkin3Djobssuchasconstruction,femaleforeignworkerstendtoworkinserviceindustries,suchasnursing,orin“entertainment”atnightclubsorsexwork.Asof2014,thelargestforeignnationalresidentpopulationswerecitizensofChina,SouthKorea,thePhilippines,andBrazil.7

NikkeijinNikkeijin(“NEEK-kay-jeen”)referstothedescendantsofJapaneseemigrants.Fromthelate1980s,JapanesegovernmentofficialssoughttoattractnikkeijinfromBrazil(sincemanyBrazilianswereleavingBrazilforeconomicreasons)insteadofforeignworkersnotofJapaneseancestrybydevelopingaspecialvisaforpeopleofJapaneseancestry.In1990,anewvisaforforeignnationalsofJapaneseancestryuptothethirdgenerationwasestablished.Asaresult,JapaneseBraziliansbecamethethirdlargestforeignresidentpopulationinJapanby2009.TheirnumbershavesincedeclinedduetoacombinationofongoingeconomicstagnationinJapanandarepatriationencouragementpolicy.

HafuHafu(“HAH-foo”)referstothechildofa“Japanese”anda“foreigner.”SinceJapanesenationalidentityincludesnotionsofrace,culture,andlanguage,mixed-heritageJapanesearegenerallytreatedasdifferentfrommajorityJapanese,evenwhentheyarebornandraisedinJapanandspeakfluentJapanese.ThedemographicsandimageofmixedJapanesehavechangedovertime:intheimmediatepostwarperiod,mostwerethechildrenofU.S.militarypersonnelandJapanesewomen,perceivedaslowerclass,whileinthe2000stheimageisofbilingualabilityand

naturalize—toacquirecitizenshipinanadoptedcountry

bubble economy—asituationinwhichthepricesofassetsexceedtheirfundamentalmarketvalues

emigrant—apersonwholeaveshisorherowncountryinordertosettlepermanentlyinanother

repatriate—toreturnsomeonetohisorhercountryoforigin,allegiance,orcitizenship

handout 3

13the road to tokyo

physicalattractivenessasthechildrenofwhiteglobalelitesandJapanese.ThecrowningofArianaMiyamoto,thedaughterofanAfrican-AmericanmanandaJapanesewoman,asthe2015MissUniverseJapanprovideshopethatmainstreamJapanesesocietyisembracingandnormalizingmixed-heritageJapanese,althoughnegativereactionswithinJapanalsoreflectongoingracism.Inreality,manymixedJapanesearealsothechildrenofJapaneseandotherAsians,asJapanesemeninruralareasareincreasinglymarryingforeignwomenfromChina,Korea,andthePhilippinestohelpthemcarryonfamilyfarmsandbusinessesbasedonasystemofprimogeniture.

KikokushijoJapanese“returnees,”orkikokushijo(“kee-KOH-koo-SHEE-joh”),arethechildrenoftwoJapanesenationalswhohavespentsomeoftheirchildhoodlivingabroad.TheyaredifferentfromJapanesewhohavemovedabroadasadultsbecausekikokushijodidnotchoosetoliveabroad;theyfollowedtheirparents.Inaddition,sincepartoftheirprimarysocializationwasoutsideofJapan,theirlinguisticabilities,thinking,andbehavioraretypicallydifferentfrommajorityJapanese,thoughthisvariesdependingontheagesduringwhichtheylivedabroad.Whilenotaclearlydefinedminoritygroup,kikokushijooftenexperiencebullyinginschoolduetotheirdifference.

HibakushaAtomicbombsurvivors,orhibakusha(“hee-BAH-koo-sha”),haveexperienceddiscriminationinJapanduetofearsabouttheeffectsofradioactivecontamination.In1945,duetobeliefsthattheeffectsofradiationexposuremightbecontagiousorpasseddownfromgenerationtogeneration,hibakushawerelimitedintheiraccesstojobsandmarriage.InadditiontoJapanesewhowerelivinginHiroshimaandNagasaki,hibakushaincludeethnicKoreans,manyofwhomwereforcedtoworkinJapan.

Fukushima 3/11 SurvivorsOnMarch11,2011,atripledisasterstruckFukushimaPrefectureintheformofanearthquake,atsunami,andanuclearreactormeltdown.Asaresult,manypeoplewereforcedtoevacuateandmovetootherareasofJapan.WhethertheyleaveorremaininFukushima,survivorshavebeenexperiencingdiscriminationsimilartothehibakusha,withoutsidersstigmatizingthemduetofearsaboutradiationexposure.8

Diversity in Tokyo InadditiontothediversityinJapanfoundnationally,pocketsofdiversitycanbefoundinthegreaterTokyoarea.Forexample,theSan’yaareaofTokyoisknownforhavingalargeday-laborerpopulation.ShinjukuNi-chomeor“Nicho”isknownasagaydistrictinTokyothatdatesbacktothe1950s.NearShin-OkubostationinTokyo,alargeKoreatownhas

primogeniture—therightoftheeldestchild,especiallytheeldestson,toinherittheentireestateofoneorbothparents

stigmatize—todescribeorregard(something,suchasacharacteristicorgroupofpeople)inawaythatshowsstrongdisapproval

handout 3


developedsincethe1980s.InYokohama,Chineseimmigrantsbegansettlingfromthelate1800sinwhatisnowChinatown.

RegardlessofhowoneseesthepopulationofJapan,itisundeniablethatademographicshiftisoccurring.Witharapidlyagingpopulationandalowbirthrate,Japanwillneedtofindwaystoreplaceitsworkingpopulation.TheJapanesegovernmenthasalreadyincreasedthenumberofinternationalstudents,andmanyarestayinginJapantowork.ItwillbeinterestingtoseehowthechangingdemographicsofJapanesesocietywillaffectperceptionsofdifferenceandtreatmentofminoritiesinJapaninthefuture.

Assignment

Answerthefollowingquestionsonaseparatesheetofpaper.

1. Thinkaboutthe10minoritygroupsprofiledabove:Ainu,Okinawans,burakumin,zainichiKoreans,foreignworkers,nikkeijin,hafu,kikokushijo,hibakusha,andFukushima3/11survivors.Althoughtheyareallminorities,theyaredifferentiatedfrom—andsometimesidenticalto—theJapanesemajorityindifferentways.a. Whichofthe10groupsareindigenousgroups?b.WhichareethnicallyidenticaltotheJapanesemajority?c. Whicharedifferentiatedduetotheirassociationwithperceived

“contamination”?d.Whichhave,bydefinition,livedatleastpartoftheirlifeoutsideof

Japan?e. Inyouropinion,whichgroup(s)is/aremostculturallysimilarto

theJapanesemajority?Explain.f. Inyouropinion,whichgroup(s)is/areleastculturallysimilarto

theJapanesemajority?Explain.2. Whatisthemostsurprisingorinterestingthingyouhavelearned

aboutminoritiesinJapan?3. WhatparallelscanyoudrawbetweenminoritygroupsinJapanand

minoritygroupsinourownsociety?Whatsimilaritiesdotheyshare?

handout 4a

15the road to tokyo

researcH proJect: ainu

Yourassignedminoritygroup:Ainu

Introduction

Asagroup,youwillresearchyourassignedminoritygroup,compileyourfindings,andcreateapresentationtosharewiththeclass.Yourpresentationmustincludevisuals(e.g.,photographs,videos,maps,graphs)andaddressthequestionsbelow.

• Whatisthehistoryofthisminoritygroup?(Provideabriefhistoricaloverview.Forexample,howorwhydidthisgroupofpeoplecometobe?)

• Whatkindsofdiscriminationorotherchallengeshasthisgroupfacedhistorically?• Whatchallengesdoesthisgroupfacetoday?Haveitsconditionsimproved,worsened,or

stayedthesameovertime?

Assignment Instructions

• Conductresearchonthequestionsabove,consultingtwoormoreprimaryorsecondarysources.

• Writetwoorthreeparagraphsdescribingyourassignedminoritygroupandansweringtheresearchquestions.Youwillsharethisinformationduringyourpresentationandturnitintoyourteacherforassessment.

• Findorcreateatleasttwovisualstousetoinformtheclassaboutyourtopic.• Prepareathree-tofour-minutepresentationandpresentittotheclass.

Presentation Guidelines & Evaluation Criteria

• Allmembersofyourgroupmustpresentinformationandactivelyparticipateduringthepresentation.

• Yourpresentationmustbebetweenthreeandfourminutesinlength.• Yourpresentationandvisualswillbeevaluatedoncontentaswellasappearanceanduse

ofcorrectmechanics.Makesureyourvisualinformationiswellorganized,aestheticallypleasing,freefromerrors,andeasytoreadandunderstand.Useappropriatebodylanguage,voice,andeyecontact,andpresentinformationinalogical,organizedway.

handout 4b


researcH proJect: okinawans

Yourassignedminoritygroup:Okinawans

Introduction













handout 4c

17the road to tokyo

researcH proJect: burakuMin

Yourassignedminoritygroup:burakumin

Introduction













handout 4d


researcH proJect: ZainicHi koreans

Yourassignedminoritygroup:zainichi Koreans

Introduction













handout 4e

19the road to tokyo

researcH proJect: ForeiGn workers

Yourassignedminoritygroup:foreign workers

Introduction













handout 4f


researcH proJect: nikkeiJin

Yourassignedminoritygroup:nikkeijin

Introduction













handout 4g

21the road to tokyo

researcH proJect: HaFu

Yourassignedminoritygroup:hafu

Introduction













handout 4h


researcH proJect: kikokusHiJo

Yourassignedminoritygroup:kikokushijo

Introduction













handout 4i

23the road to tokyo

researcH proJect: HibakusHa

Yourassignedminoritygroup:hibakusha

Introduction













handout 4j


researcH proJect: FukusHiMa 3/11 survivors

Yourassignedminoritygroup:Fukushima 3/11 survivors

Introduction













handout 5

25the road to tokyo

Diversity in Japan QuiZ

Matcheachdescriptionbelowwiththecorrectminoritygroupterm.

1. ____________________—Japaneseemigrantsandtheirdescendants.Fromthelate1980s,theJapanesegovernmentsoughttoattractthemtoJapanaslaborersthroughaspecialvisaprogram.

2. ____________________—childrenofa“Japanese”anda“foreigner,”i.e.,ethnicallyhalf-Japanese.TheyaregenerallytreatedasdifferentfrommajorityJapanese,evenwhentheyarebornandraisedinJapanandspeakfluentJapanese.

3. ____________________—anindigenouspopulationthathistoricallylivedinwhatiscurrentlythesouthernmostprefectureofJapan.TheyhavetheirownRyukyuanlanguagesandculturebutarenowlargelyassimilated,withmostyouthspeakingonlyJapanese.

4. ____________________—“returnees”whoarethechildrenoftwoJapanesenationalsandspentsomeoftheiryouthlivingabroad.BecausetheyaresocializedpartlyoutsideofJapan,theirlinguisticabilities,thinking,andbehavioraretypicallydifferentfrommajorityJapanese.

5. ____________________—survivorsoftheatomicbombingsof1945.Theyhaveexperienceddiscrimination,includinglimitedaccesstojobsandmarriage,duetofearsabouttheeffectsofradioactivecontamination.

6. ____________________—anindigenouspopulationthathistoricallyinhabitedwhatiscurrentlyknownastheislandofHokkaidointhenorthernmostpartofJapan.Theyhadtheirownlanguageandculturebeforetheintroductionofcolonizationlawsinthelate19thcentury.

7. ____________________—thedescendantsofJapanesewhoseoccupationswereassociatedwith“uncleanliness”and“pollution”(e.g.,tanners,cobblers,butchers,andundertakers).TheyareJapan’slargestminoritygroup.

8. ____________________—survivorsoftheearthquake,tsunami,andnuclearreactormeltdownof2011.Theyhaveexperienceddiscriminationduetofearsaboutradiationexposure.

9. ____________________—peopleofKoreanancestrywhoresideinJapan.Mostarethird-orfourth-generation,bornandraisedinJapan,speakonlyJapanese,andhaveneverlivedoutsideofJapan.

10. ____________________—peoplewhomigratetoJapanforwork,typicallyunskilledwork.Alsocalled“migrantworkers,”theyoftenlaborinso-called“3D”jobssuchasconstructionorintheserviceindustry.

Terms

Ainu Okinawans burakuminzainichi Koreans foreign workers nikkeijinhafu kikokushijo hibakushaFukushima 3/11 survivors

projection 1


AgeClassCountry of originCultureDisabilityEducationEthnicity/RaceFamilyFamily backgroundGenderHealthHistoryHobbies

LanguageLineageMoney/Socioeconomic classOccupationPersonalityPhysical appearancePlace of residenceReligionSexual orientationSkillsWeightOther

Sources of Identity

projection 2

27the road to tokyo

Reflection

Respond to the following questions thoughtfully on a separate sheet of paper.

• WhatcommonaspectsdoJapan’sminoritygroupsshare (e.g., in terms of history, experiences, patterns of treatment, modern-day circumstances)?

• WhataspectsdoJapan’sminoritiessharewithminoritygroups around the world? With minorities in our own society? (Some factors to consider: source of identity, perception by the majority, patterns of treatment, history, and socioeconomic status.)

• Whatarethekeyconceptsyoulearnedinthislesson?

• HasthislessonchangedyourperceptionofJapan?How?

• Hasthislessonchangedhowyouthinkaboutminoritygroups and/or minority issues? How?

teacher information


Criteria 1 2 3 Score

Content

Demonstrates little knowledge of topic, or content is incomplete and/or inaccurate

Demonstrates some knowledge of topic; some content is incomplete and/or inaccurate

Demonstrates knowledge of topic; content is complete and accurate

Organization of Information

Information is presented in an illogical, uninteresting, and/or disorganized format that confuses the audience

Information is presented in a somewhat logical, interesting, and organized format that audience can mostly understand

Information is presented in a logical, interesting, and organized format that audience can understand

Visual Appeal

Does not include images, or images detract from the content or are inappropriate

Includes appropriate images that somewhat enhance and do not detract from the content

Includes appropriate images that enhance the content

MechanicsContains three or more spelling and/or grammatical errors

Contains one or two spelling and/or grammatical errors

Free from spelling and/or grammatical errors

Presentation

Uses distracting body language; and/or does not speak loudly or clearly; and does not make eye contact with audience

Uses distracting body language; and/or does not speak loudly or clearly; and makes occasional eye contact with audience

Uses appropriate body language; speaks loudly and clearly; and maintains eye contact with audience

Comments Total Score

researcH proJect rubric

answer key 1

29the road to tokyo

Diversity in Japan

1. Thinkaboutthe10minoritygroupsprofiledabove:Ainu,Okinawans,burakumin,zainichiKoreans,foreignworkers,nikkeijin,hafu,kikokushijo,hibakusha,andFukushima3/11survivors.Althoughtheyareallminorities,theyaredifferentiatedfrom—andsometimesidenticalto—theJapanesemajorityindifferentways.

a. Whichofthe10groupsareindigenousgroups? Ainu, Okinawansb.WhichareethnicallyidenticaltotheJapanesemajority? burakumin, nikkeijin, kikokushijo, hibakusha, Fukushima 3/11 survivorsc. Whicharedifferentiatedduetotheirassociationwith“contamination”? hibakusha, burakumin, Fukushima 3/11 survivorsd.Whichhave,bydefinition,livedatleastpartoftheirlifeoutsideofJapan? nikkeijin, kikokushijo, foreign workerse. Inyouropinion,whichgroup(s)is/aremostculturallysimilartotheJapanesemajority?

Explain. Student responses will vary but may include rationales involving language, thought/behavior,

education/socialization, place of residence, etc.f. Inyouropinion,whichgroup(s)is/areleastculturallysimilartotheJapanesemajority?

Explain. Student responses will vary but may include rationales involving language, thought/behavior,

education/socialization, country of origin, religion, etc.

2. WhatisthemostsurprisingorinterestingthingyouhavelearnedaboutminoritiesinJapan? Student responses will vary.

3. WhatparallelscanyoudrawbetweenminoritygroupsinJapanandminoritygroupsinourownsociety?Whatsimilaritiesdotheyshare?

Student responses will vary but may mention factors like social integration, socioeconomic status, geographic segregation, history of official/unofficial discrimination, degree of assimilation, linguistic difference, perception by the majority, stereotyping, etc.

answer key 2


Diversity in Japan QuiZ

1. nikkeijin—Japaneseemigrantsandtheirdescendants.Fromthelate1980s,theJapanesegovernmentsoughttoattractthemtoJapanaslaborersthroughaspecialvisaprogram.

2. hafu—childrenofa“Japanese”anda“foreigner,”i.e.,ethnicallyhalf-Japanese.TheyaregenerallytreatedasdifferentfrommajorityJapanese,evenwhentheyarebornandraisedinJapanandspeakfluentJapanese.

3. Okinawans—anindigenouspopulationthathistoricallylivedinwhatiscurrentlythesouthernmostprefectureofJapan.TheyhavetheirownRyukyuanlanguagesandculturebutarenowlargelyassimilated,withmostyouthspeakingonlyJapanese.

4. kikokushijo—“returnees”whoarethechildrenoftwoJapanesenationalsandspentsomeoftheiryouthlivingabroad.BecausetheyaresocializedpartlyoutsideofJapan,theirlinguisticabilities,thinking,andbehavioraretypicallydifferentfrommajorityJapanese.

5. hibakusha—survivorsoftheatomicbombingsof1945.Theyhaveexperienceddiscrimination,includinglimitedaccesstojobsandmarriage,duetofearsabouttheeffectsofradioactivecontamination.

6. Ainu—anindigenouspopulationthathistoricallyinhabitedwhatiscurrentlyknownastheislandofHokkaidointhenorthernmostpartofJapan.Theyhadtheirownlanguageandculturebeforetheintroductionofcolonizationlawsinthelate19thcentury.

7. burakumin—thedescendantsofJapanesewhoseoccupationswereassociatedwith“uncleanliness”and“pollution”(e.g.,tanners,cobblers,butchers,andundertakers).TheyareJapan’slargestminoritygroup.

8. Fukushima 3/11 survivors—survivorsoftheearthquake,tsunami,andnuclearreactormeltdownof2011.Theyhaveexperienceddiscriminationduetofearsaboutradiationexposure.

9. zainichi Koreans—peopleofKoreanancestrywhoresideinJapan.Mostarethird-orfourth-generation,bornandraisedinJapan,speakonlyJapanese,andhaveneverlivedoutsideofJapan.

10. foreign workers—peoplewhomigratetoJapanforwork,typicallyunskilledwork.Alsocalled“migrantworkers,”theyoftenlaborinso-called“3D”jobssuchasconstructionorintheserviceindustry.

bibliography

31the road to tokyo

Aoki,Mizuho.“FukushimaActivistFightsFearandDiscriminationBasedonRadiation.”Japan Times.9May2013.http://www.japantimes.co.jp/news/2013/05/09/national/fukushima-activist-fights-fear-and-discrimination-based-on-radiation/.

Bairon,Fija,MatthiasBrenzinger,andPatrickHeinrich.“TheRyukyusandtheNew,butEndangered,LanguagesofJapan.”Asia-Pacific Journal,Vol.7,Issue19,No.2,9May2009.

Cotterill,Simon.“DocumentingUrbanIndigeneity:TOKYOAinuandthe2011SurveyontheLivingConditionsofAinuOutsideHokkaido.”Asia-Pacific Journal,Vol.9,Issue45,No.2,16November2011.

“MinorityGroup.”Wikipedia.https://en.wikipedia.org/wiki/Minority_group.Rabson,Steve.The Okinawan Diaspora in Japan: Crossing the Borders Within.Honolulu:UniversityofHawai‘iPress,2012.Roth,JoshuaHotaka.“PoliticalandCulturalPerspectiveson‘Insider’Minorities.”InJenniferRobertson,ed.A Companion to the

Anthropology of Japan.Malden,MA:Blackwell,2008.StatisticsBureauofJapan.“JapanStatisticalYearbook.”http://www.stat.go.jp/english/data/nenkan/index.htm.TOKYOAinuFilmProductionCommittee.“DocumentaryFilmTOKYOAinu.”http://www.2kamuymintara.com/film/eng/top.

htm.Yamashiro,JaneH.“TheSocialConstructionofRaceandMinoritiesinJapan.”Sociology Compass,Vol.7,No.2,February2013,

147–161.

http://www.japantimes.co.jp/news/2013/05/09/national/fukushima-activist-fights-fear-and-discrimination-based-on-radiation/


https://en.wikipedia.org/wiki/Minority_group

http://www.stat.go.jp/english/data/nenkan/index.htm

http://www.2kamuymintara.com/film/eng/top.htm


endnotes


1 “MinorityGroup,”Wikipedia,https://en.wikipedia.org/wiki/Minority_group[12September2016].2 SimonCotterill,“DocumentingUrbanIndigeneity:TOKYOAinuandthe2011SurveyontheLivingConditionsofAinuOutsideHokkaido,”Asia-Pacific Journal,Vol.9,Issue45,No.2,16November2011.

3 TOKYOAinuFilmProductionCommittee,“DocumentaryFilmTOKYOAinu,”http://www.2kamuymintara.com/film/eng/top.htm[6July2016].

4 FijaBairon,MatthiasBrenzinger,andPatrickHeinrich,“TheRyukyusandtheNew,butEndangered,LanguagesofJapan,”Asia-Pacific Journal,Vol.7,Issue19,No.2,9May2009.

5 SteveRabson,The Okinawan Diaspora in Japan: Crossing the Borders Within(Honolulu:UniversityofHawai‘iPress,2012).6 StatisticsBureauofJapan,“ForeignNationalResidentsbyNationality(2000–14),”http://www.stat.go.jp/data/nenkan/zuhyou/y650214000.xls[16September2016].

7 Ibid.8 MizuhoAoki,“FukushimaActivistFightsFearandDiscriminationBasedonRadiation,”Japan Times,9May2013,http://www.japantimes.co.jp/news/2013/05/09/national/fukushima-activist-fights-fear-and-discrimination-based-on-radiation/.

https://en.wikipedia.org/wiki/Minority_group



http://www.stat.go.jp/data/nenkan/zuhyou/y650214000.xls

http://www.stat.go.jp/data/nenkan/zuhyou/y650214000.xls



lesson diversity in japan - stanford university

Documents