抄録
This article examines some Japanese children's experiences at a U.S. elementary school, as well as their teachers' pedagogical responses. Two discourses of difference - "individual difference" and "social/cultural difference" - were used in the school in somewhat dichotomous ways, and the combination worked against those children who had difficulty adjusting. A third pedagogic discourse of difference needs to be constructed to aid teachers facing essentializing dilemmas.
| 本文言語 | English |
|---|---|
| ページ（範囲） | 355-380 |
| ページ数 | 26 |
| ジャーナル | Anthropology and Education Quarterly |
| 巻 | 31 |
| 号 | 3 |
| 出版ステータス | Published - 2000 9月 |
| 外部発表 | はい |
ASJC Scopus subject areas
- 教育
- 人類学