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Transnational Migration and Urban Education in Japan

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Second International Handbook of Urban Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

One of the most pressing issues facing urban education in Japan is how best migrant children can be integrated into the mainstream schooling and the host society. The paper reveals how the national government, local education boards and individual schools have devised measures to meet the needs of migrant children, nevertheless their retention rates beyond compulsory education remain substantially below the national average. The paper argues that governmental school programs alone have been inadequate, and that free, migrant-specific out-of-school programs (e.g., remedial academic coaching and entrance examination preparation) play increasingly significant roles in filling the gaps. Collaboration between local schools and out-of-school programs has emerged in some localities, and is effective in promoting migrant children’s participation in schooling. The increasing visibility of free out-of-school programs for migrant children has directed public attention to children from poor families who similarly struggle at school.

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Notes

  1. 1.

    Social cohesion generally refers to a harmonious society whereby members feel a sense of belonging. While academic conceptions of the term are extensive both in sociology and psychology (e.g., Bruhn 2009, p. 31–48), this paper uses the term social cohesion as a normative (or policy) goal (e.g., Shuayb 2012) Social cohesion is a positive outcome of the social integration of minority groups into the host society, whereby both minority groups and the host society make significant adjustments; which are ultimately beneficial to individuals and the society as a whole. It is better understood in terms of the continuum from one way assimilative incorporation (the minority group adjusting to the dominant society) to genuine two way incorporation (a symmetrical process) (Alexander 2013, p. 532). In reality, we find most societies are located somewhere between the two ends of the continuum. Education is considered one of the most effective vehicles for facilitating the integration of migrants (Grant and Portera 2011; Banks, 2006) and social cohesion (Engel et al. 2013). Failure to equip migrant children to attain a certain level of educational achievement typically leads to unemployment. Without appropriate knowledge of the host society’s workings and language, young people find it difficult to participate in society, and subsequently experience a sense of alienation. Education thus affects their sense of political, social and cultural integration.

  2. 2.

    See Okano (2014) for a comparative review of research on race and ethnic inequalities in education in Japan.

  3. 3.

    A homepage devoted to “children living abroad and returnees” (Kaigaishijo kyôiku kikoku-gaikokujin jidôseito kyôiku nado ni kansuru hômu pêji, CLARINET). Retrieved May 1, 2015, from http://www.mext.go.jp/a_menu/shotou/clarinet/main7_a2.htm

  4. 4.

    A homepage of information for “students with special connection to foreign countries” (gaikoku ni tsunagari no aru jidô seito no gakushû o shiensuru jôhô kensaku saito, CASTANET). Retrieved May 1, 2015, from http://www.casta-net.jp

  5. 5.

    This is an abbreviation of the description of Dai Primary School provided in Okano (2012).

  6. 6.

    Dai Primary School (pseudonymous name) (2006) Heisei 18 nendo gakkô hômon shiryô [a document prepared for the education board’s visit to the school 2006]. Kobe: Dai Primary School.

  7. 7.

    The information session, “Gaikoku kara kita kodomotachi eno shinro gaidansu” (literally translated as “Guidance for deciding on post-school destinations for children from foreign countries”), has been jointly organised by the Hyogo-prefecture Education Board, the Kobe-city Education Board, the Himeji-city Education Board, and the Himeji International Association (Himeji-city Kokusai Kôryû Kyôkai).

  8. 8.

    See for example the following large scale NGOs.

    Takunka Kyôsei Center Tokyo. Retrieved August 1, 2015, from http://tabunka.or.jp

    Tabunka Kyôsei Center Kyoto. Retrieved August 1, 2015, from http://www.tabunkakyoto.org

    Shinjuku Tabunka Kyôsei Puraza. Retrieved August 1, 2015, from http://www.city.shinjuku.lg.jp/foreign/japanese/plaza.html

    Tabunka Kyôsei Kyôiku Network Kanagawa. Retrieved August 1, 2015, from http://www15.plala.or.jp/tabunka/

    Tabunka Kyôsei Network Naganoken (NPO). Retrieved August 1, 2015, from http://www.mirai-kikin.or.jp/mirai/group/1834.html

    Chûshin Tabunka Kyôsei Network (Matsumoto) NPO. Retrieved August 1, 2015, from http://www.city.shinjuku.lg.jp/foreign/japanese/plaza.html

  9. 9.

    Tabunka Free School, Takunka Kyôsei Center Tokyo. Retrieved August 1, 2015, from http://tabunka.or.jp/project/freeschool/

  10. 10.

    Takunka Kyôsei Center Tokyo. Retrieved August 1, 2015, from http://tabunka.or.jp

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  1. La Trobe University, Bundoora, VIC, 3086, Australia

    Kaori Okano

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  1. Kaori Okano
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  1. Dept. of Educational Policy & Lead'ship, Marquette University, Milwaukee, Wisconsin, USA

    William T. Pink

  2. School of Education, Uni. of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA

    George W. Noblit

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Okano, K. (2017). Transnational Migration and Urban Education in Japan. In: Pink, W., Noblit, G. (eds) Second International Handbook of Urban Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-40317-5_11

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