Inclusion of Immigrant Families in Schools: The Case of a Peruvian Community in Japan
Keywords:
Family-School Relationship, Immigrant Families, Inclusion of Families in SchoolCopyright (c) 2016 REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
International migration has increased in the last decades, which has caused a greater diversity in schools. The challenge for schools is not only to attend to the needs and differences of the students, but also to include the immigrant families and involve them in their children’s educational process. This article examines the case of Peruvian families who have migrated to Japan. These families are raising and educating their children in a country whose culture and society are so different from their own. The inclusion of these families in schools becomes imperative because many of them have decided to reside permanently in Japan. The objective of this research is to focus on the family-school relationship in order to analyse how the Peruvian families are integrating into the Japanese public schools and what factors are influencing this process. Fieldwork was conducted at a junior high school where the majority of the foreign students are Peruvian. Data was collected through parent and teacher interviews as well as participant observation at this school.This article demonstrates that beyond factors such as the language and lack of information, there are other aspects related to the cultural capital and social class of the families, which are influencing the family-school relationship.
Downloads
References
Epstein, J. L. (2010). School, family, and community partnerships: Preparing Educators and Improving Schools. Oxford: Westview Press.
Fortuny, K., Capps R., Simms, M., y Chaudry, A. (2009). Children of Immigrants: National and State Characteristics. Washington, D.C.: The Urban Institute.
Gordon, M. M. (1949). Social Class in American Sociology. American Journal of Sociology, 55(3), pp. 262-268.
Henderson, A., y Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: Center for Law and Education.
Henderson, A., y Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin: Southwest Educational Development Laboratory, National Center for Family & Community Connections with Schools.
Organización Internacional para las migraciones (OIM), e Instituto de estadística e informática (INEI). (2008). Perú: Características de los migrantes internacionales, hogares de origen y receptores de remesas. Lima: OIM.
Kojima, A. (2006). Nyûkamâ no kodomo to gakkô bunka: Nikkei Burajirujin seito no kyôiku esunogurafî. Tokio: Keisô Shobô.
Lamont, M., y Lareau, N. (1988). Cultural capital: Allusions, gaps and glissandos in recent theoretical developments. Sociological Theory, 6, (2), pp. 153-168.
Lareau, A. (2000). Home advantage. Social class and parental intervention in elementary education (2ª Edición). Lanham: Rowman & Littlefield Publishers. Lareau, A., y Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32, (5-6), pp. 567-606.
Lightfoot, S. L. (1978). Worlds apart: Relationships between families and schools. New York: Basic Books.
Lopez, G. R., Scribner, J. D., y Mahitivanichcha, K. (2001). Redefining parental involvement: Lessons from high-performing migrant-impacted schools. American Educational Research Journal, 38(2), pp. 253-288.
Ministerio de Justicia de Japón (2010). Tôroku gaikokujin tôkei tôkeihyô. Recuperado de http://www.moj.go.jp/housei/toukei/toukei_ichiran_touroku.html.
Morimoto, A. (1991). Población de origen japonés en el Perú: Perfil actual. Comisión Conmemorativa del 90° Aniversario de la Inmigración Japonesa al Perú, Lima.
Ogbu, J. (1974). The next generation: An ethnography of education in an urban neighborhood. NewYork: Academic Press.
Onai, T. (2003). Zainichi burajirujin no kyôiku to hoiku: Gunma-ken Ōta, Ōizumi chiku o jirei to shite. Tokio: Akashi Shoten.
Paerregaard, K. (2008). Peruvians Dispersed: A Global Ethnography of Migration. Lanham: Lexington books.
Paredes, C. y Sachs, J. (1991). Estabilización y crecimiento en el Perú. Lima: Grade.
Shimizu, K. y Shimizu, M. (2006). Nyûkamâ to kyôiku: Gakkô bunka to esunishiti no kattô o megutte. Tokio: Akashi Shoten.
Stevenson, D. L. y Baker, D. P. (1987).The family-school relation and the child's school performance. Child Development, 58, pp. 1348-1357.
Scribner, J. D., Young, M. D. y Pedroza, A. (1999).Building collaborative relationships with parents. En P. Reyes, J. D. Scribner y A. Paredes-Scribner (Eds.), Lessons from high-performing Hispanic schools: Creating learning communities (pp. 36-60). Nueva York: Teachers College Press.
Suárez-Orozco, C., y Suárez-Orozco, M. M. (2001). Children of immigration. Cambridge: Harvard University Press.
Takenaka, A. (2004). The Japanese in Peru: History of Immigration, Settlement, and Racialization. Latin American Perspectives, 31( 3), pp. 77-98.
Takenaka, A. (2005). Nikkeis y peruanos en Japón. En U. Berg y K. Paerregaard (Eds.), El Quinto Suyo: Transnacionalidad y formaciones diaspóricas en la migración peruana (pp. 205-227). Lima: IEP.
Yamanaka, K. (1996). Return Migration of Japanese-Brazilians in Japan: Nikkeijin as Ethnic Minority and Political Construct. Diaspora, 5(1), pp. 65-97.