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关注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内隐影响下的研究，逻辑实证主义假设了一个文化群体的某些要素。第一章讨论了建构主义教学方法的特点，特别是“文化边界”的概念和“他者”的表征。此外，还讨论了斯图亚特·霍尔等文化研究学派所采用的认同概念与以本质主义方式概念化的认同概念之间的差异，以及布尔迪厄提出的“习性”概念在文化接触研究中的可能应用。第二章考察了迄今为止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。第三章讨论了日本和美国之间的跨国移民以及位于日本的一所国际学校的校友之间的身份融合。第四章重点分析了留学生对“日本文化模式”人际行为的理解过程，并与韩国人或中国人的行为方式进行了对比。第五章讨论了日本学校的文化接触对在本国属于多数种族的助理语言教师身份的影响。第七章报告了在澳大利亚学校的课堂上所做的研究，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.