A Search for Transnational Culture: An Ethnography of Students in an International School in Japan.

Autor/in	Willis, David B.
Titel	A Search for Transnational Culture: An Ethnography of Students in an International School in Japan.
Quelle	(1987), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cross Cultural Studies; Cultural Differences; Educational Anthropology; Educational Environment; Ethnography; Foreign Countries; Foreign Students; Group Behavior; Group Dynamics; Group Membership; International Schools; Participant Observation; Secondary Education; Social Stratification; Sociocultural Patterns; Student Attitudes; Student School Relationship; Student Subcultures; Japan + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Kultureller Unterschied; Pädagogische Anthropologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnografie; Ausland; Gruppenverhalten; Gruppendynamik; Gruppenzugehörigkeit; International school; Internationale Schule; Teilnehmende Beobachtung; Sekundarbereich; Soziale Zusammensetzung; Soziokulturelle Theorie; Schülerverhalten; Schüler-Lehrer-Beziehung
Abstract	This anecdotal ethnography describes the student culture at Columbia Academy, an international school in Kobe, Japan. The paper begins by contrasting the affluence of Columbia Academy and its students with the relative austerity of a nearby Japanese middle school. The paper follows a typical day at Columbia, and describes the nationalities of the students, their attitudes, and their peer relations, both in and out of class. In the next section, the typical experience of newcomers throughout their first year at the school is described. Included are observations on the students' dress codes and musical tastes, supported by direct quotations from various students . The subsequent section, entitled "Joining," is a detailed account of the socialization process at Columbia, including the various cliques based on common interests or traits in evidence among the students. The role of language in defining membership in these groups is then discussed, followed by a description of group dynamics. One group singled out for analysis is the "intensives," Japanese-speaking students who enter Columbia Academy from Japanese schools. The last part is a sampling of direct quotes from students reflecting their values, goals, and sense of purpose. The most interesting finding in this respect, according to the author, is the relative unimportance of nationality in friendships at Columbia Academy. An extensive 24-page bibliography is included. (TE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC