Speaker
Abstract section 2: Contribution/research questions
- How do overseas FLTs’ intersecting identities (e.g., race, ethnicity, gender, sexuality) influence their teaching practices and interactions with students?
- What challenges do overseas FLTs face in Japanese schools, and how can institutions better support them?
- In what ways do overseas FLTs contribute to promoting cultural awareness, social justice, and inclusion within Japanese language education?
Abstract section 3: Content/method
Four teachers participated in semi-structured, longitudinal interviews, which served as the study's primary source of data. All interviews were recorded via Zoom video calls. Drawing on Bogdan and Biklen’s case study framework, I examined each participant’s experiences as an educator in Japanese schools, paying special attention to how linguistic, cultural, and racial positioning shaped their duties and responsibilities in their Japanese educational career.
Abstract section 4: Outcomes/results
This study shows that the identities and backgrounds of foreign language teachers contribute valuable diversity learning in Japanese classrooms beyond language instruction. Using Tarrayo’s (2025) intersectionality framework, key practices include critical reflection, socially just pedagogy, and challenging dominant narratives. Overseas teachers introduce discussions of race, ethnicity, gender, sexuality, linguistic identity, and culture, subtly challenging binary views of “Japanese” and “Other.” Their perspectives expose students to the complexities of diversity, fostering richer and more authentic understandings of internationalization in education.
Abstract section 1: Relevance
The aim of this research is to investigate the experiences of ALTs in the Tokai region who identify as people of color and/or LGBTQIA+ in order to illuminate how intersecting identities shape classroom practice, professional relationships, and how diversity is taught.
Abstract section 5: References
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| Title | Reframing Diversity in Japan’s Classrooms: Intersectionality |
|---|---|
| Teaching Context | College and university education |