In view of the coronation of Ariana Miyamoto -a dual U.S. and Japanese national- as Miss Universe Japan , the conversation on multiculturalism has once again stimulated conflict concerning the ever-sensitive issue. Whereas homogeneity is held in high esteem among the Japanese, it appears that its totality is illusory and that ethnic minorities are in the process of voicing aspirations for a multi-cultural society . In recognition of the controversy over homogeneity and the aggression it engenders as a global diversity challenge, this paper will endeavour to recapitulate some key characteristics of the anti-multicultural sentiment in modern Japan; and proceed to argue in favour of inclusive multi-cultural education as a measure against prejudice …show more content…
In fact, the Japanese adhere to Baycroft’s notion of ethnicity. Baycroft presents ethnicity as an “inflexible concept.” The existence of a nation is supposed to precede any consciousness of it and, inclusion or exclusion to the nation are automatically d ascertained and are independent of the convictions of the individual. Ethnicity to the Japanese is inextricably connected to the perception of perennial racial purity, in the sense that the ethnic background of the exemplary Japanese man is founded on the honourable succession of Japanese nationals. Thus, it is not so strange, that Japan is home to a number of incidents of aggression towards those who are perceived as foreign. In 2005, Taro Aso’s “one culture, one civilization, one race” pronouncement of homogeneity and racial purity within Japan, spurred some controversy among the Japanese but, perhaps a surprise from a democratic point of view, it also received substantial acclaim. A recently published article in the Economist recounts “a sharp rise in hate-filled rallies” and points out that the Japanese Prime Minister, Mr Abe, and his allies have been very conservative in their efforts to repress xenophobic vitriol. Xenophobia is not a unique characteristic of the Japanese people. It is a recurrent phenomenon resulting from the false dichotomy segregating societal groups on the principle of race or ethnicity. Furthermore, remembering the case of the hāfu, we must underline that the Japanese are hesitant to accept an inclusive, multi-cultural society on any terms. However, the basis of this refutation is affective, underlying prejudice and schemas impede progress and rather, want the society to remain stagnant under a superficial façade of multi-culturalism. From a more rational point of view, there is
The lives of several Japanese Canadians were influenced negatively by the policies of the Canadian government. For example, numerous Japanese Canadians were forced to leave their homes and possessions due to the fear of white Canadians towards the Japanese during the Second World War. British Columbia was the most opposing province in Canada against the Japanese community because local economic competitors wanted to remove Japanese locals from the economic competition. In this paper, I will argue that we ought to consider the hardships that the Japanese community encountered during the Second World War in Canada as Muriel Kitagawa’s “This Is My Own” provides insight to significant challenges and struggles of Japanese Canadians in terms of their social class and racial issues.
Part III, The War in Japanese Eyes, allows the reader to receive a Japanese perspective and also grasp how devastating the results of war were. Chapter 8, “The Pure Self,” Dower explains the Japanese traditions and culture, along with the humiliation and discrimination the Japanese received. The Japanese believed their culture was unique, and spent this period of time during the war focusing on themselves and their race. Whereas yellow was the color of illness and treason and the Japanese were usually referred to as yellow, the color white symbolized purity which stood for the American race. On the contrary, the Americans were also known as demonic.
Ronald Takaki a renowned pioneer in the field of ethnic studies has over the years authored numerous books on diversity in American society. As a grandson of Japanese immigrants who became the first black studies professor at UCLA, Takaki for many years has continually tried to bridge cultures and ethnic groups in the United States. In his book “A different mirror: A history of multicultural America”, Takaki addresses the idea of multiculturalism in our society, and also talks about how for many years we have been told to acknowledge the notions that the core principles of our nation uprooted only from one group rather than a contribution from other various cultures as well. The ‘master narrative’ posed by Takaki describes the growing
The often racist and offensive propaganda found on war bond posters, and other merchandise led to a huge increase in racist thoughts and urges. This is shown when Frank Keegan, a hearty, full-of-himself, true American says “We were dreadfully frightened of the Japanese. For years we were told of the yellow hordes. We had the Oriental Exclusion Act. Even before Pearl Harbor we were scared of them”(36).
Overt hatred for which the Japanese Americans have prepared themselves for never materializes. This imagined hatred shows the rarity of open hatred compared to subtle acts of prejudice. In fact, by imagining that all of white America will hate them, these Japanese Americans are accepting overt racism prejudice without it ever occurring. The wrong belief that
This paragraph from Kesaya Noda’s autobiographical essay “Growing Up Asian in America” represents the conflict that the author feels between her Japanese ethnicity, and her American nationality. The tension she describes in the opening pages of her essay is between what she looks like and is judged to be (a Japanese woman who faces racial stereotypes) versus what she feels like and understands (life as a United States citizen). This passage signals her connection to Japan; and highlights her American upbringing. At this point in the essay, Noda is unable to envision her identity as unified and she describes her identity as split by race.
African Americans on the battle front are put into segregated divisions, whereas Native Americans dealt with compliment racism or unintentional racism. Chinese Americans were concerned with being accused of being Japanese, while the Japanese Americans tried to prove they were American too. Throughout his book, Takaki demonstrates the varying levels of racism experienced, and how hard work and perseverance helped these groups prove themselves to some degree. Takaki claims, all of these minorities groups, gained some form of freedom and equality either through the military or through job opportunities and improvements.
The author, Jeanne Wakatsuki, presents a meaningful story filled with experiences that shaped not only her life, but shaped the lives of thousands of Japanese families living in America. The book’s foreword gives us a starting point in which the reader can start to identify why the book was written. “We a told a New York writer friend about the idea. He said: ‘It’s a dead issue. These days you can hardly get people to read about a live issue.
America’s racist ideals were seeded way before the bombing of pearl harbor. Acts like the Naturalization Act of 1870, Chinese Exclusion Act of 1882, and the Immigration Act of 1924 grew racism towards Asians. (Notes). This would lead to the sentiment that Japanese people did not belong in America. In document 9, this is supported with the statement “The Chinese and Japanese are not bona fide citizens.”
Throughout history, humans have always been afraid of anything and anyone unlike their culture. Even in the twenty-first century, there is heated debate surrounding illegal immigration in America; some believe that illegal immigrants from Mexico are stealing jobs and harming the economy. These irrational fears are discussed in Luis Alberto Urrea’s book, “The Devil’s Highway,” which tells the true story of 26 illegal immigrants who are abandoned after crossing the U.S. border. Through this true story, Urrea shows the mistreatment of illegal immigrants, and his use of historical examples reveals that immigrants have always been subject to prejudice and persecution in the United States.
The Eurocentric views of whiteness being directly correlated to superiority and civilization was used a tool to exploit native peoples while legalizing entitlement to lands that have already been discovered (Miller, 2010, p.87). The process of land dispossession had a profound negative impact on Native peoples. Their identity became outlined by colonial institutions rather than from their own definition. The conflicting methods of defining identity is integral to Kauanui’s Hawaiian Blood: Colonialism and the Politics of Sovereignty and Indigeneity. In her work, she describes how indigenous Hawaiians themselves have historically determined their identity through genealogy and a system of common descent.
Historically, groups of people whose “label” is comprised of conjunctive ethnicities experience a difficult time finding their true identity, but identity is found when unidentifiable individuals find a common goal. In the course of the last two weeks, we explored a concept called “Pan-Ethnicity” which deals with the unification of multiple ethnicities. It’s concept and practice is displayed by Yen Le Espiritu’s “Coming Together: The Asian American Movement”, and in chapter eight and nine of Diane C. Fujino’s book, “Samurai Among Panthers” respectively. In Espiritu’s text, a pan-ethnic organization or more specifically, a pan-Asian organization did two things for the Asian American movement.
As a second grade classroom teacher, I believe it is important for other educators to be aware of culturally responsive teaching which is closely related to multiculturalism. Culturally responsive teaching is pedagogy aware of the importance of considering the students’ culture in their learning. America’s educational system was built on a foundation of inequalities.
Discrimination has plagued the world since the beginning of time and continues to happen today. People can be discriminated against simply for looking different or following different customs. It has been implemented by governments throughout history, but it has also been practiced individually. “In Response to Executive Order 9066” and “Legal alien” are two poems that discuss the topic of discrimination. “In Response to Executive Order 9066,” by Dwight Okita is a poem that describes the possible interment of a Japanese-American during World War 2.
Executive Order 9066, signed by President Franklin D. Roosevelt on February 19, 1942, authorized the Secretary of War and the U.S. Army to remove to remove and intern in designated camps over 110,000 Japanese Americans from the West Coast. Greg Robinson, a Professor of History at l 'Université du Québec À Montréal, examines Roosevelt’s decision to sign this order by looking at the development of Roosevelt’s racial views of the Japanese starting with his youth. He is investigating Roosevelt’s life to show how his attitude towards those of Japanese ancestry was shaped by what he considers to be the dominant social and intellectual patterns of the