Prospective Teachers' Awareness of Intercultural Conflict Factors in Japanese Schools-Toward the Development of a Multicultural, Inclusive School Environment-

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  • OKUNISHI Yuri
    Department of Secondary Education, Faculty of Education, Okayama University of Science

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<p>This study aims to examine how prospective teachers in Japan critically recognize the characteristics of Japanese school culture that could result in intercultural conflicts. 117 students participated in this study. They were given three 90-minute lectures on Japanese school education in the globalized era and possible intercultural conflicts among dominant cultural group members and minorities. Among the minority groups in Japan, participants were educated extensively on Muslim culture. After the lectures, they were asked to analyze a case study of an intercultural conflict between a Muslim student and her classmates within a Japanese school environment. A qualitative analysis of the open-ended responses yielded 11 subcategories, 5 medium categories, and 2 large categories. The unique educational values of Japanese schools were identified as possible causes of intercultural conflict. They included group consciousness and prejudice, aversion, and discomfort with being different; a sense of resistance to breaking rules and disturbing public morals; and desire for approval and dissatisfaction regarding legitimacy of endurance and effort. The possibilities of nurturing self-respecting and culturally tolerant students for an inclusive school environment are discussed.</p>

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