Co-constructing Belonging: ‘Voluntary Separation’ in Deaf and Immigrant Education in Japan

McGuire, Jennifer M.; Tokunaga, Tomoko

doi:10.1080/10371397.2020.1851177

Cited by 5 publications

(4 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…But tepid support for liberal notions of school integration go beyond merely avoiding harm, or wishing not to be treated as a hapless victim. There also is compelling evidence to show that a number of benefits are more easily secured by turning homogenous (read: segregated) spaces to advantage (Albritton, 2012; Allen, 2020; Brooks, 1996; Brown, 2003; McGuire & Tokunaga, 2020; Merry, 2013). However, we argue that the success of such endeavors will depend upon the sustained presence of various enabling resources, several of which we describe in the next section.…”

Section: Difficulties With the Integration Narrativementioning

confidence: 99%

Majority-minority Educational Success Sans Integration: A Comparative-International View

Merry

Ağırdağ

2022

The Review of Black Political Economy

View full text Add to dashboard Cite

Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources does not require school integration; indeed sometimes the most crucial resources are easier to foster in its absence. To that end, we briefly canvass the evidence from the United States on high performing majority-minority schools serving poor and minority students. Yet because these debates are so contentious in the American context, we pivot away from the U.S. to consider a different country, the Netherlands. We invite the reader to consider an analogous case where racial injustice and educational inequality are just as serious, yet where differences in the state school system might prove instructive concerning how some majority-minority schools choose to respond to existing segregation, but more importantly how educational success can occur in the absence of integration.

show abstract

Section: Difficulties With the Integration Narrativementioning

confidence: 99%

Majority-minority Educational Success Sans Integration: A Comparative-International View

Merry

Ağırdağ

2022

The Review of Black Political Economy

View full text Add to dashboard Cite

show abstract

“…But if one wishes to insist on integration no matter what, then it seems to me that one must be willing to repudiate more than historical injustice and structural inequality; one must also repudiate the value of voluntary association, both for oneself and others, including the right to live where one wishes and to socialize as one prefers. One must also reject constitutional rights whose purpose is to maximize liberal pluralism in educational provision both for one's own children and the children of others, which incidentally would entail rejecting not a small number of highly successful majorityminority schools, where de facto segregation has been turned to advantage (e.g., Chenoweth, 2007;Dobbie & Fryer, 2011;Driessen et al, 2016;McGuire & Tokunaga, 2020;Merry, 2013). This also would include a wide variety of tertiary institutions whose purpose is to better serve marginalized groups, e.g., Tribal colleges, Gallaudet University (for the deaf and hard-of-hearing) and historically Black colleges and universities (HCBUs), to name but a few.…”

Section: Collective Actionmentioning

confidence: 99%

Is Faith in School Integration Bad Faith?

Merry

2021

On Education. Journal for Research and Debate

View full text Add to dashboard Cite

show abstract

“…Temporary ibasho could be found in hearing schools. Resource rooms (tsūkyū shidō kyōshitsu), where students usually attend Japanese (kokugo), math, and English classes, were found to function as places to escape (nigeba) from the pressures of the regular class (McGuire & Tokunaga 2020). In these spaces, deaf students could cease performative coping strategies, seek guidance from their support class teacher, and find sameness with deaf peers (albeit few in number) while being buffered from assimilative pressures.…”

Section: Absence Of Ibasho In "Hearing" Schoolsmentioning

confidence: 99%

Sign Bilingual Co-Enrollment Programs as Pathways to <i>Ibasho</i>

McGuire

2021

ESJ

View full text Add to dashboard Cite

Accessibility" features promote inclusive education but do not guarantee it. Communication accessibility, such as sign language interpretation or note-taking, may facilitate the academic inclusion of deaf students in general classrooms but does not necessarily enable their full social inclusion. Whereas in general classrooms deaf students are often the only deaf person present, in co-enrollment programs a "critical mass" of deaf students is educated alongside their hearing peers. These co-enrollment programs may employ a wide range of communication modalities; however, sign bilingualism has the greatest potential to create a socially inclusive environment, because deaf and hearing children can communicate directly without mediation. In this article, I explore the potential of sign bilingual co-enrollment programs as pathways to belonging, or ibasho, in Japanese education. The analysis is based on existing research on co-enrollment practices across the globe, an in-depth interview and ongoing correspondence with one of the founding members of the first co-enrollment program in the world, as well as my long-term fieldwork with deaf communities in Japan. Based on these findings, I argue that sign bilingual co-enrollment environments go beyond cosmetic accessibility to true inclusivity, creating opportunities for peer interactions, meaningful communication, and belonging.

show abstract

Co-constructing Belonging: ‘Voluntary Separation’ in Deaf and Immigrant Education in Japan

Cited by 5 publications

References 33 publications

Majority-minority Educational Success Sans Integration: A Comparative-International View

Majority-minority Educational Success Sans Integration: A Comparative-International View

Is Faith in School Integration Bad Faith?

Sign Bilingual Co-Enrollment Programs as Pathways to <i>Ibasho</i>

Contact Info

Product

Resources

About