Introduction: Focusing on the Experiences of Asian American Girls

Tokunaga, Tomoko

doi:10.1007/978-981-10-8480-5_1

Cited by 1 publication

(1 citation statement)

References 75 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Often, immigrant students, especially the newly arrived, experience displacement from their homelands and feel uprooted from their daily lives and significant others such as relatives, friends, and neighbors. In an alienating foreign environment, they construct sites of belonging due to the loss of ibasho upon migration (Tokunaga, 2018a), which usually occurs when a familiar environment transforms into an unfamiliar one. In addition, immigrant students often experience racial, ethnic, and gender stereotyping in daily interactions with teachers, students, neighbors, and media representations.…”

Section: Ibasho For Marginalized Studentsmentioning

confidence: 99%

Co-Creating <i>Ibasho</i> at a Part-Time High School in Tokyo: Affirming Immigrant Students' Lives through Extracurricular Activities

Tokunaga

2021

ESJ

View full text Add to dashboard Cite

Part-time high schools function as an important safety net for marginalized students, including immigrants, who are often excluded from society and mainstream education. Since 2015, drawing on the participatory action research (PAR) approach, I have collaborated with a high school and a Non-Profit Organization (NPO) to develop an extracurricular activity called One World (Multilingual Exchange Club), which aims to create ibasho (places where one feels comfortable, safe, and accepted) for and with immigrant youth, given their high dropout rate. This article focuses on this collaborative practice and examines how the club has functioned as an ibasho among immigrant students. Given the value placed on students' voluntary engagement under the guidance of supportive teachers during extracurricular activities, immigrant students were able to nurture a space where they could be free from others' eyes, even temporarily. The space also had an elusive culture that validated students' transcultural and hybrid identities, languages, and experiences, which led to their empowerment. By shedding light on the possibilities of the indigenous Japanese concept of ibasho and its practice, scholars and practitioners in Japan and abroad can develop critical questions and reimagine mainstream education to nurture immigrant students' sense of belonging.

show abstract

Section: Ibasho For Marginalized Studentsmentioning

confidence: 99%

Co-Creating <i>Ibasho</i> at a Part-Time High School in Tokyo: Affirming Immigrant Students' Lives through Extracurricular Activities

Tokunaga

2021

ESJ

View full text Add to dashboard Cite

show abstract

Introduction: Focusing on the Experiences of Asian American Girls

Cited by 1 publication

References 75 publications

Co-Creating <i>Ibasho</i> at a Part-Time High School in Tokyo: Affirming Immigrant Students' Lives through Extracurricular Activities

Co-Creating <i>Ibasho</i> at a Part-Time High School in Tokyo: Affirming Immigrant Students' Lives through Extracurricular Activities

Contact Info

Product

Resources

About