Education-Welfare for Immigrant Children: How Schools Are Involved in the Daily Lives of Immigrants

Autor/in	Homma, Tori
Titel	Education-Welfare for Immigrant Children: How Schools Are Involved in the Daily Lives of Immigrants
Quelle	In: Educational Studies in Japan: International Yearbook, (2021) 15, S.95-107 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1881-4832
Schlagwörter	Foreign Countries; Immigrants; Japanese; Second Language Learning; Mothers; Language Teachers; Childhood Needs; Child Neglect; Eating Habits; Dietetics; Truancy; Well Being; Teacher Attitudes; Parent Attitudes; Teacher Role; Child Welfare; After School Programs; Philippines + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Japaner; Japanisch; Zweitsprachenerwerb; Mother; Mutter; Language teacher; Sprachunterricht; Childhood; needs; Kindheit; Bedürfnis; Kindesvernachlässigung; Ernährungsgewohnheit; Essgewohnheit; Ernährungslehre; Schulabsentismus; Schulschwänzen; Schulverweigerung; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Elternverhalten; Lehrerrolle; Kindeswohl; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Philippinen
Abstract	The purpose of this study is to analyze how immigrant children in Japan are included in the phenomenon of "gakko kino no fukushika" (Kuraishi 2014: 56)--henceforth "welfare-oriented schools"--by using the analytical framework of education-welfare. Fieldwork took place in an elementary school Japanese language class, along with interviews with immigrant mothers, a Japanese language teacher and a Filipino language supporter. The paper focused on three aspects of Filipino immigrants' lives: child neglect, dietary habits, and truancy. As regards education-welfare, this study has illustrated both the possibilities and limitations of teachers taking the "care" roles for immigrant children. Although previous literature has drawn a distinctive line between education and welfare specialists, in this study, the boundary was ambiguous as the Japanese language teacher considered herself a "social worker." On the other hand, one of the limitations was that the teachers' dominant ideology of a "good" way of living excluded the logic of the immigrants. (As Provided).
Anmerkungen	Japanese Educational Research Association. #102, Creart Kanda Building, 2-15-2, Kanda-Sudacho, Chiyoda-ku,Tokyo, 101-0041. Tel: +81-3-3253-6630; Fax: +81-3-3254-0477; e-mail: edit@jera.jp; Web site: https://www.jstage.jst.go.jp/browse/esjkyoiku
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01