Araştırma Makalesi
BibTex RIS Kaynak Göster

Japon Yükseköğretiminde Asyalı Öğrencilerde Öznelliğin Oluşumu

Yıl 2020, , 436 - 457, 26.10.2020
https://doi.org/10.17569/tojqi.775926

Öz

Bu çalışmanın amacı, Japon üniversitelerinde okuyan Japon olmayan Asyalıların Japon toplumunda öznelliklerini nasıl oluşturduklarını ve müzakere ettiklerini araştırmaktır. Bu amaçla çalışmada, Çalışma, nitel araştırma desenlerinden biri olan “anlatı araştırması” deseni kullanılmıştır. Çalışmada veriler, yüz yüze görüşmeler ve sosyal medya aracılığıyla toplanmıştır. Çalışmanın katılımcıları, farklı Asya ülkelerinden altı Asyalı öğrenciden oluşmaktadır. Öğrencilerin anlatıları toplandıktan ve yazıya döküldükten sonra üç aşamaya ayrılmıştır: Beklentiler ve Boşluklar, Sonuçlar ve Gelecek için Vizyon. Bulgular, tüm katılımcıların Japonya'ya gelmeden önce hayali dünyalarında Japonya'nın ileri teknolojisinin yanı sıra Japon azmi ve nezaketine hayranlık ve saygı duyduklarını ortaya koymaktadır. Bununla birlikte, Japonya'da yaşadıktan sonra, bu görüş olumsuz bir görüşe dönüşmüştür. Katılımcıaalr Japonların dar görüşlü olduklarını ve yabancılara karşı hem görünmez hem de görünür ayrımcılık yaptıklarını ileri sürerek hayal kırıklığına uğradıklarını ifade etmişlerdir. Kendilerini Japon sosyal gücüne ve normlarına uymaya çalışırken ve Japonya'da Japonlar gibi davranmaya çalışırken bulduklarını ifade eden katılımcılar bu olumsuz deneyimlerin kademeli olarak öznelliklerini yarattığını belirtmişlerdir. Bu bulgular, Japon öğrencilerin kültürlerarası anlayışının İngilizce konuşulan dünyanın kültürleri tarafından yönetildiğini, ancak o dünyadaki kültürler dışındaki diğer kültürleri anlamalarının yetersiz olduğunu göstermektedir. Makalenin sonuçlarına göre Japon öğrencilerin gerçek küresel vatandaşlar olabilmeleri için kültürlerarası anlayış ve iletişim için Japon yükseköğretimine kozmopolit bir eğitim önermektedir.

Kaynakça

  • Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2012). Study-abroad and the development of second language identities. Applied Linguistics Review 3(1), 173-193.
  • Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2013). Second language identity in narratives of Study Abroad. London: Palgrave Macmillan.
  • Block, D. (2006). Multilingual identities in a global city: London Stories. London: Palgrave Macmillan.
  • Bourdieu, P., & Passeron, J.C. (1977). Reproduction in education, society, and culture (R. Nice, Trans.). London: Sage.
  • Churchill, E. (2009). Gender and language learning at home and abroad. JALT Journal, 32, 141-158.
  • East Asia Forum (2014, December 30). Japanese universities reach for global status. Retrieved from: http://www.eastasiaforum.org/2014/12/30/japanese-universities-reach-for-global-status
  • Foucault, M. (1980). Power and knowledge: Selected interviews and other writings 1972-1977. New York: Vintage Book. Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 777-795.
  • Holliday, A. (2011). Intercultural communication and ideology. London: Sage.
  • Jackson, J. (2008). Language, identity, and study-abroad: Sociocultural perspectives. London: Equinox.
  • Lather, P. (1992). Critical frames in educational research: Feminist and post-structural perspectives. Theory into Practice, 3(2), 87-99.
  • Merriam, S. B. (2002). Introduction to qualitative research. In S. B. Merriam et al. (Eds.), Qualitative research in practice: Examples for discussion and analysis (pp. 3-17). San Francisco, CA: Jossey-Bass.
  • MEXT. (n.d.). The Global University Project. Retrieved from https://www.mext.go.jp/en/policy/education/highered/title02/detail02/sdetail02/1395420.htm
  • Nagatomo, D. H. (2012). Exploring Japanese university English teachers' professional identity. Bristol: Multilingual Matters.
  • Norton, N. (2013). Identity and language learning. Bristol: Multilingual Matters.
  • Piller, I., & Takahashi, K. (2006). A passion for English: Desire and the language market. In A. Pavlenko (Ed.), Bilingual minds: Emotional experience, expression and representation, (pp. 59-83). Clevedon: Multilingual Matters.
  • Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. Qualitative Studies in Education, 8(1), 5-23.
  • Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage.
  • Sato. T. (2014). The effects of study-abroad on second language identities and language learning. Turkish Online Journal of Qualitative Inquiry, 5(3), 28-41.
  • Sato. T. (2015). Second language identity and social structuring: The construction and social structuring of second language identity through study-abroad. Saarbrücken: Lap Lambert.

The Formation of Subjectivity in Asian Students in Japanese Higher Education

Yıl 2020, , 436 - 457, 26.10.2020
https://doi.org/10.17569/tojqi.775926

Öz

This paper explores how non-Japanese Asians studying at Japanese universities form their subjectivity and negotiate in Japanese society. To this end, a qualitative paradigm, namely a narrative approach to data collection, was employed as a methodological framework, and the data collection methods were face-to-face interviews and social media. The participants were six Asian students from different Asian countries. After collecting their narratives and transcribing them, I categorized them into three phases: Expectations & Gaps, Outcomes, and Vision for the future. The findings reveal that all participants felt admiration and respect for Japanese perseverance and politeness, as well as Japan’s advanced technology in their imaginary world before they came to Japan. However, after living in Japan, this view changed to a negative one, leaving them disappointed by Japanese narrow-mindedness and both invisible and visible discrimination against them. These negative experiences gradually created their subjectivity as they have found themselves trying to conform to Japanese social power and norms and acting like the Japanese while in Japan. However, their hearts were no longer in Japan. These findings imply that Japanese students’ intercultural understanding is dominated by the cultures of the English-speaking world, while their understanding of other cultures except for those of that world is scant. The paper concludes by suggesting a cosmopolitan pedagogy for intercultural understanding and communication so that Japanese students can become true global citizens.

Kaynakça

  • Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2012). Study-abroad and the development of second language identities. Applied Linguistics Review 3(1), 173-193.
  • Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2013). Second language identity in narratives of Study Abroad. London: Palgrave Macmillan.
  • Block, D. (2006). Multilingual identities in a global city: London Stories. London: Palgrave Macmillan.
  • Bourdieu, P., & Passeron, J.C. (1977). Reproduction in education, society, and culture (R. Nice, Trans.). London: Sage.
  • Churchill, E. (2009). Gender and language learning at home and abroad. JALT Journal, 32, 141-158.
  • East Asia Forum (2014, December 30). Japanese universities reach for global status. Retrieved from: http://www.eastasiaforum.org/2014/12/30/japanese-universities-reach-for-global-status
  • Foucault, M. (1980). Power and knowledge: Selected interviews and other writings 1972-1977. New York: Vintage Book. Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 777-795.
  • Holliday, A. (2011). Intercultural communication and ideology. London: Sage.
  • Jackson, J. (2008). Language, identity, and study-abroad: Sociocultural perspectives. London: Equinox.
  • Lather, P. (1992). Critical frames in educational research: Feminist and post-structural perspectives. Theory into Practice, 3(2), 87-99.
  • Merriam, S. B. (2002). Introduction to qualitative research. In S. B. Merriam et al. (Eds.), Qualitative research in practice: Examples for discussion and analysis (pp. 3-17). San Francisco, CA: Jossey-Bass.
  • MEXT. (n.d.). The Global University Project. Retrieved from https://www.mext.go.jp/en/policy/education/highered/title02/detail02/sdetail02/1395420.htm
  • Nagatomo, D. H. (2012). Exploring Japanese university English teachers' professional identity. Bristol: Multilingual Matters.
  • Norton, N. (2013). Identity and language learning. Bristol: Multilingual Matters.
  • Piller, I., & Takahashi, K. (2006). A passion for English: Desire and the language market. In A. Pavlenko (Ed.), Bilingual minds: Emotional experience, expression and representation, (pp. 59-83). Clevedon: Multilingual Matters.
  • Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. Qualitative Studies in Education, 8(1), 5-23.
  • Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage.
  • Sato. T. (2014). The effects of study-abroad on second language identities and language learning. Turkish Online Journal of Qualitative Inquiry, 5(3), 28-41.
  • Sato. T. (2015). Second language identity and social structuring: The construction and social structuring of second language identity through study-abroad. Saarbrücken: Lap Lambert.
Toplam 19 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Tomoka Sato 0000-0002-3430-2010

Yayımlanma Tarihi 26 Ekim 2020
Gönderilme Tarihi 30 Temmuz 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Sato, T. (2020). The Formation of Subjectivity in Asian Students in Japanese Higher Education. Turkish Online Journal of Qualitative Inquiry, 11(4), 436-457. https://doi.org/10.17569/tojqi.775926
AMA Sato T. The Formation of Subjectivity in Asian Students in Japanese Higher Education. TOJQI. Ekim 2020;11(4):436-457. doi:10.17569/tojqi.775926
Chicago Sato, Tomoka. “The Formation of Subjectivity in Asian Students in Japanese Higher Education”. Turkish Online Journal of Qualitative Inquiry 11, sy. 4 (Ekim 2020): 436-57. https://doi.org/10.17569/tojqi.775926.
EndNote Sato T (01 Ekim 2020) The Formation of Subjectivity in Asian Students in Japanese Higher Education. Turkish Online Journal of Qualitative Inquiry 11 4 436–457.
IEEE T. Sato, “The Formation of Subjectivity in Asian Students in Japanese Higher Education”, TOJQI, c. 11, sy. 4, ss. 436–457, 2020, doi: 10.17569/tojqi.775926.
ISNAD Sato, Tomoka. “The Formation of Subjectivity in Asian Students in Japanese Higher Education”. Turkish Online Journal of Qualitative Inquiry 11/4 (Ekim 2020), 436-457. https://doi.org/10.17569/tojqi.775926.
JAMA Sato T. The Formation of Subjectivity in Asian Students in Japanese Higher Education. TOJQI. 2020;11:436–457.
MLA Sato, Tomoka. “The Formation of Subjectivity in Asian Students in Japanese Higher Education”. Turkish Online Journal of Qualitative Inquiry, c. 11, sy. 4, 2020, ss. 436-57, doi:10.17569/tojqi.775926.
Vancouver Sato T. The Formation of Subjectivity in Asian Students in Japanese Higher Education. TOJQI. 2020;11(4):436-57.