"What Hypocrites!": Interactions between Japanese International and White Domestic Students in a U.S. Teacher Education Programme

Autor/in	Amos, Yukari Takimoto
Titel	"What Hypocrites!": Interactions between Japanese International and White Domestic Students in a U.S. Teacher Education Programme
Quelle	In: Asia-Pacific Journal of Teacher Education, 49 (2021) 2, S.148-162 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amos, Yukari Takimoto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2020.1756220
Schlagwörter	Foreign Students; Asians; Preservice Teachers; Intercultural Communication; Peer Relationship; North Americans; Social Bias; Power Structure; Student Attitudes; Teacher Education Programs; Rural Areas; Undergraduate Students; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Cultural Awareness; Interpersonal Competence; Advantaged; White Students; Japanese; Native Language + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Interkulturelle Kommunikation; Peer-Beziehungen; Schülerverhalten; Rural area; Ländlicher Raum; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Interpersonale Kompetenz; Japaner; Japanisch
Abstract	This two-year-long qualitative study investigated how white teacher candidates at a U.S. university interacted with two international teacher candidates from Japan. Findings reveal that the participants stopped interacting with their white peers because the interactions did not occur on equal grounds, and they disliked the fact that they were always positioned as lower and subordinate. The participants were resistant to the new power relations in which they were embedded. Ironically, the more the participants withdrew, the more solid the power hierarchy became as it proved their inferiority from the perspective of their white peers. The study ends with strategic suggestions for creating more meaningful interactions between domestic and international students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01