Approaches to Understanding Cultures

Tomoko ARIKAWA (Center for International Education and Exchange)

Cource Objective
   A two-credit course on the study of culture, mainly from the approaches of Educational Anthropology and relevant fields on multicultural issues. After studying relevant theories and approaches on culture with the focus on culture learning and culture and individuals, this course examines the issues on culture learning and the problems on minorities and education, using some cases in Japan and in other countries. The students will come to propose concrete approaches on education in relation to multicultural issues. approaches on education in relation to multicultural issues.

Course Content
   Week 1 Introduction, start thinking about culture
  
   I. Explain and apply relevant theories and approaches on culture learning and culture and individuals
   Week 2 Definitions of Culture
   Week 3 Concepts and Theories on Culture
  
   Week 4 Culture and Perception
   Week 5 Culture and Cognition
   Week 6 Culture and Emotion
  
   Week 7 Culture, Verbal and Nonverbal Communication
  
   II. Analyze multicultural issues and problems using cases of education in Japan and in other countries.
   III. Propose concrete approaches on education in relation to multicultural issues
   Week 8 Culture, Diversity, and Unity in Education
   Week 9 Culture, Ethnicity, and Minority Issues
   Week 10 Culture and Diversity in Education
  
   Week 11 Culture and Educational Experiences (1) ~ preschools
   Week 12 Culture and Educational Experiences (2) primary schools
   Week 13 Culture and Educational Experiences (3) middle schools
   Week 14 Culture and Educational Experiences (4) higher education
   Week 15 Culture, Education, and Multicultural Relationships

Textbooks
  

• Chapters:Harris, Marvin & Johnson, Orna, 2003, "Chapter 2. The Nature of Culture," in Harris, Marvin & Johnson, Orna, Cultural Anthropology, Sixth Edition, pp. 10-29, Pearson Education, Inc.
• Matsumoto, David, 2000, "Chapter 4. Ethnocentrism, Stereotypes, and Prejudice," in Matsumoto, David, Culture and Psychology: People around the world (2nd ed.), pp. 75-103, Belmont, CA: Wadsworth/Thomson Learning.
• Schultz, Emily A. & Lavenda, Robert H. 2009, "Chapter 6. Culture and Individuals," in Schultz, Emily A. & Lavenda, Robert H., Cultural Anthropology: A Perspective on the Human Condition, Seventh Edition, pp. 131-163, Oxford: Oxford University Press.
• Matsumoto, David, 2000, "Chapter 13. Culture and Nonverbal Behavior," in Matsumoto, David, Culture and Psychology: People around the world (2nd ed.), pp. 337-358, Belmont, CA: Wadsworth/Thomson Learning.
• Sugimoto Yoshio, 2010, "5 Diversity and Unity in Education," in Sugimoto, Yoshio, An Introduction to Japanese Society (3rd Ed.), pp. 124-155, Cambridge: Cambridge University Press.
• Sugimoto Yoshio, 2010, "7 �eJapaneseness', Ethnicity, and Minority Groups," in Sugimoto, Yoshio, An Introduction to Japanese Society (3rd Ed.), pp.189-218, Cambridge: Cambridge University Press.
• Walsh, Daniel, J., 2002, "10 The Development of Self in Japanese Preschools: Negotiating Space," in Bresler, Liora & Ardichvili, Alexander (Eds.), Research in International Education: Experience, Theory, & Practice, pp. 213-245, New York: Peter Lang.
• Cave, Peter, 2007, "2 Groups and individuals at primary school," in Cave, Peter, Primary School in Japan: Self, Individuality and Learning in Elementary Education, pp.52-87, London: Routledge.
• Aspinal, Robert, 2005, "University Entrance in Japan," in Eades, J.S., Goodman, Roger, and Hada, Yumiko (Eds.), The 'Big Bang' in Japanese Higher Education: The 2004 Reforms and the Dynamics of Change, pp. 199-218, Melbourne: Trans Pacific Press.
• Lee-Cunin, Marina, 2005, "the Japanese Student Perspective on Universities," in Eades, J.S., Goodman, Roger, and Hada, Yumiko (Eds.), The 'Big Bang' in Japanese Higher Education: The 2004 Reforms and the Dynamics of Change, pp. 136-164, Melbourne: Trans Pacific Press.

Grading Policy
   A: 20% will be based on Essay 1.
   The student writes a one to two page short essay (typed). In the Essay 1, the student does the followings:
   (1) Choose two kinds of concept or issue from Section I.
   (2) Choose one personal multicultural experience.
   (3) Analyze his/her personal multicultural experience, using the two chosen concept or issue.
   (4) Discuss how he/she and others involved in the situation were possibly thinking, feeling, and acting.
   B: 40% will be based on Essay 2.
   The student writes a two to three page essay (typed). In this Essay 2, the student does the followings:
   (1) Choose one topic/issue on culture from Section I (a different one from those used in the Essay 1).
   (2) Choose one topic/issue on diversity in education from Section II
   (3) Discuss his/her opinions on some important points linking (1) and (2) above, using specific examples of his/her own experiences.
   (4) Propose concrete approaches on education in relating with multicultural issues in a better way.
   (It must be a different proposal from the one presented in the Group Presentation).
   C: 40% will be based on Group Work and Group Presentation.
   In working on Section II and III, groups of three to four students will be made. In each group, the students with different backgrounds will become members so that they have chances to work together on the project.
   Each group does the followings:
   (1) Examine multicultural issues of education in the assigned school level (e.g., ~preschool, primary schools, middle/high schools, higher education) in Japan, and compare them with those of some other countries, and analyze the issues and problems.
   (2) Discuss and come up with some ideas and proposals in solving the problems or improving the situations.
   (3) Make a 10 to 15 minutes presentation by all members of the group in front of the class, using the Power Point.
   (4) Submit one printed version of PPT in the class when the group does the presentation.
  
   * In Essay 1 and 2 and Group Presentation, the citation must be made clear with the name of the author, title, year, and the page numbers specified. No plagiarism tolerated.