A TENTATIVE PROPOSAL FOR INCLUSIVITY EDUCATION TRAINING FOR JAPANESE SCHOOL TEACHERS BASED ON THE NEEDS OF MIGRANTS AND RETURNEES

Abstract

"Although Japan has not traditionally been considered a multicultural nation or possesses anything resembling an open immigration policy, it is rapidly becoming more and more diverse. Events like modifications to the nation’s immigration regulations in April 2019 and the recent proposed scrapping of the 5-year term limits on accepted “temporary” foreign workers (Category 1 Specified Skilled Workers) have ostensibly led to a quiet opening to unskilled foreign workers for the first time in the nation’s modern history. While Japan’s hand may have been reluctantly forced by serious labour force shortages in many sectors of the economy, it is undoubtedly the beginning of the creation of an even more ‘multicultural Japan’; providing further impetus to the pressing challenge of creating a society where diverse peoples can live together in harmony. Yet, despite these changes and the obvious implications they have for the future, very little consideration has been given to allowing for - and accommodating - greater diversity into the nation’s schools. There is a great risk that without preparation now, the already emerging signs of distress in the education sector (language problems, truancy, drop-out rates, bullying, etc.) will only escalate. In other words, in order for Japan to prepare to accept even a modest increase in the number of newcomers, teachers and education officials need to undertake greater training to enable them to understand and assist in the successful integration of future migrant children. Based on interviews, literature and a review of the recent educational situation in the light of these changes, this paper aims to ascertain whether greater inclusivity training is required, and if so, what it should entail. To allow for greater support of non-Japanese students into Japan’s education system, it concludes with a tentative proposal for what future educational training courses should consider, how they could be incorporated into teacher training curricula and the overall potential benefits for society in general."