2023 Student-Faculty Fellows: University of Findlay

DEI (Diversity, Equity, and Inclusion) in Japan: Old and New Issues

Mentor: Hiroaki Kawamura, Japanese

Students: Rachel Clark, Desiree Smith, Aubrey Spaeth, and Megan Taber

Project Abstract
Under the theme of “DEI (Diversity, Equity, and Inclusion) in Japan: Old and New Issues,” we focused on two topics, the Dowa [same-harmony] issue, i.e., issues about Burakumin (lineage-based outcast) and the education issue for non-native speakers of Japanese children. The first is an old issue dating back to the Heian period (794-1185 AD). Discrimination still exists even in the changing socio-political environment. The second issue is a part of labor migration which also has an old root in Japanese history. However, the labor migration started presenting a different picture with rapidly declining birth rate in recent years. The students aim to understand how the concept of DEI is interpreted and handled in contemporary Japan by examining these two issues. The students had the opportunity to interact with Japanese speakers daily and use their language skills during their fieldwork in Japan. All students were Japanese language learners, with one in the third-year and three in the second-year language course. This immersion experience accelerated their language acquisition and improved their practical language skills. Daily interaction with Japanese speakers allowed students to practice their language skills in authentic settings, enhancing their communication abilities and cultural understanding. Over the course of their 21 days in Japan, including arrival and departure days, students engaged in project activities for 12 days. They were actively involved in participant observation or interviews related to their fieldwork project during their stay. The students collaborated with two main organizations: the Buraku Liberation League (BLL) and the Kawaguchi Board of Education. These organizations provided valuable insights, resources, and opportunities for students to explore DEI issues in Japan. The introduction to the first group (BLL) was made by Prof. Rie Aoki. And the second group, Kawaguchi Board of Education is the City of Findlay’s Friendship City. Our Japanese program stresses the importance of “culturally appropriate/accepted behavior.” On campus, we strongly encourage students to engage in activities with Japanese exchange students as well as other Japanese speakers (e.g., visitors from Japan, Japanese community members in Findlay). During the fieldwork, we continued what we do on campus. We rehearsed, tried, reflected, and re-tried. Students confirmed appointments, introduced themselves to the interviewees, and wrote thank-you cards in Japanese. Since we went through this process every day, all the students improved in their skills.

Rachel Clark 
Throughout this project, we visited several different schools helped conduct/conducted several lessons to different audiences, and viewed several different classes. Among Buraku youth and in high school, we did a few English lessons. We taught how to make a peanut butter and jelly sandwich in English and an English lesson that emphasized the difference between similar sounding letters such as v, g, b, z, d, etc. As an aspiring ESL teacher, this allowed me to view the atmosphere of the classroom and helped me get an idea of the kinds of things I might encounter once I begin my career. We have also completed several readings that were assigned, and I think this is similar to continuing education. We have returned from Japan, but we are still learning.

Desiree Smith 
I am studying to become an English as a foreign language teacher in Japan. For that purpose, many activities to date will help me in the future. By attending different meetings and conducting interviews, I was able to make connections with individuals who are involved in the educational field. In addition, I was able to learn about Japan’s school culture by spending time in several schools. It showed me the nature of students attending a diverse school in a nation with a seemingly low diversity rate. Leading presentations and activities with Japanese people allowed me to practice leadership as well as improve my pedagogical skills as an aspiring educator. In addition, learning about the different cultures hidden in Japan from interviewees allowed me to develop a sensitivity and openness towards those I may not know as well as those I do.

Audrey Spaeth 
I want to prioritize making others feel welcome and included in both my personal and professional life. This involves fostering understanding and appreciation between people of diverse cultural backgrounds, a skill that I have honed through my previous experiences. When conducting interviews, it was crucial for me to establish trust and create a comfortable environment where participants felt comfortable opening up. I conveyed my genuine interest in their experiences and perspectives, and made sure to listen with an open mind. These communication skills will undoubtedly be useful in any future job I pursue.

Megan Taber 
During my fieldwork experience, I was able to develop practical skills for my future career by immersing myself in a foreign language and culture. As someone who is interested in teaching this language, the opportunity to learn within this environment was invaluable. Throughout the project, our team visited multiple schools and observed teachers, particularly those instructing Japanese students in English. I found it fascinating to observe the teaching methods and how they differed from what I was used to. Overall, this experience allowed me to expand my knowledge and skills in a meaningful way.