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.
|ジャーナル||Anthropology and Education Quarterly|
|出版ステータス||Published - 2000 9月|
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