I agree that Japan (and other Asian countries) and the US are different, but the interesting thing is that the history of ABE in Japan is really an important part of the history of multicultural Japan (and I would suggest that Japan has always been multicultural in some ways). 

One stream of Japanese ABE was created and operated by the buraku community, a part Japanese society that functions as a lower caste and that traditionally has had less access to education. Other programs were created to provide ABE to the Korean population of Japan, particularly the older generation that remained in Japan after WW2. Newer programs provide JSL to recent waves of immigrants from South America (e.g., Brazil, Peru),  Asia (e.g., China, the Philippines) and other countries. 

Many of the volunteer programs that teach JSL do so to welcome their new neighbors, and often talk about the changing nature of the society in their descriptions of themselves. In this sense parts of ABE in Japan really celebrate the multicultural nature of Japan. Volunteers in these programs talk about wanting to see this for themselves, and to have a chance to meet people from other cultures. 

To cycle back to an earlier question, I think the impact that these volunteers have on the larger community might be somewhat limited. When I began my research there I thought these programs would provide a bridge between the Japanese mainstream (that might not want to recognize the multiculltural nature of Japan, or who would still have prejudice towards the burakumin), but many of the volunteers I spoke with said that they don't talk about their work that much to other people (including their family) who are not already involved. In some ways it is something they do for themselves and for whoever they work with, and they don't describe it as part of wanting to change attitudes in the larger community. 

Certainly, this sense of being part of community is important in Japan. Even correspondance schools for adults have field trips where the isolated students get together.  Most one on one tutoring programs meet together in large rooms, rather than in individual locations (like in the US).  As another example, one of the schools (a night time junior high school)  that I have been visiting and working with holds something that they call "nakama" which means "community" or group of people. Students from different classes come together to discuss one subject. In the beginning, teachers taught lessons about topical subjects, but the student participation was limited. Then students took the lead to talk about the discrimination they were dealing with. That structure worked for a few years, but over time they sort of burnt out on that (sample student response: "Yeah, yeah, I get it, I get it - discrimination stinks..."). Then teachers took the lead and that has met with mixed results. It f
eels more like a class now, and concerned teachers are trying to figure out what is next. 

Sorry this post is a bit long. Boiled down I guess my point is that while community is important in Japan, I think it is imporant to consider how Japanese ABE is part of multicultural Japan. 

Erik Jacobson



 -------------- Original message ----------------------
From: Mari John <mjohn at kats.tec.ks.us>

> As a "newcomer" to this discussion room, first of all, let me say I find the 

> discussion fascinating.  Thanks for the opportunity.

> 

> To compare the diverse population of the US to other monocultures is using a lot 

> of energy without first recognizing up front that a huge difference exists 

> between the US and Asian countries.  That said...our South Korean ESL teacher is 

> aghast at the laxity of the ABE students both in body language and dress but 

> especially attitudinally.  Listening to her explain a typical South Korean 

> school day makes MY head swim.  These monocultures have unanimity on the 

> importance of education and are honor/shame oriented countries unlike the US.  

> While traditional culture pressure may not be as pronounced in Japan or South 

> Korea as some of their Middle Eastern neighbors, community consensus generally 

> reigns.  I'd like to learn from them and gather ideas; however, we must 

> recognize this basic difference.

> 

> Mari John

> Kansas

>