Theoretical Studies on Culture Contact in Japan: Survey of Past Studies and Synthesis

这个为期两年的项目更多地侧重于以建构主义为概念框架的文化接触研究，而不是在逻辑实证主义的隐性影响下进行的研究，后者预设了一个文化群体的某些要素。由六章组成的研究报告已经出版。第一章讨论了建构主义研究方法的特点，特别提到了“文化边界”的概念和“他者”的表征。此外，本文还讨论了斯图尔特·霍尔等文化研究学派所采用的身份概念与本质主义概念之间的差异，以及布迪厄提出的“习惯”概念在文化接触研究中的可能应用。第二章考察了目前用于文化接触研究的两种方法的特点，一种是与本质主义密切相关的逻辑实证主义方法，另一种是导致建构主义的解释方法。在介绍了两章理论之后，是采用建构主义方法的个体研究。第三章论述日美跨国移民与日本某国际学校校友身份的杂交。第四章重点讨论了与韩国或中国的行为方式相比，外国学生对支配人际行为的“日本文化模式”的理解过程。第五章论述了日本学校文化接触对本国占多数的语言助理教师身份认同的影响。第七章报告了澳大利亚学校课堂上的研究，重点是澳大利亚日语教师讲述的他们语言教育观的形成。

This two-year project has focused more on examining studies of culture contact which adopt constructionism as its conceptual framework than studies under the implicit influence of logical-positivism which presuppose something essentials of a cultural group.The research report consisting of six chapters has been published. Chapter 1 discusses characteristics of constructionist approach with special reference to the concept of "cultural border" and representation of "others". In addition it discusses the differences between the concept of identity the school of cultural-studies such as Stuart Hall has adopted and that conceptualized in a way of essentialism, and possible application of the concept of "habitus" proposed by P. Bourdieu to the studies of culture contact. Chapter 2 examines characteristics of two methodologies so far used for the studies of culture contact, one is logical-positivist's approach closely related to essentialism and the other is the interpretive approach which leads to constructionism.After the two theoretical chapters introduced are the individual studies which adopt the constructionist's approach. Chapter 3 deals with the transnational migration between Japan and the United States and the hybridization of identity among alumni members of an international school located in Japan. Chapter 4 focuses on the processes of understanding of "Japanese cultural pattern" governing interpersonal behavior by foreign students in contrast with own Korean or Chinese way of behavior. Chapter 5 deals with the impact of culture contact in Japanese schools upon identity of assistant language teachers who racially belong to the majority in their own country. Chapter 7 reports studies done in classes in Australian schools, focusing upon the formation of their views of language education narrated by Australian teachers of Japanese language.