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Complementary schools in the global age: A multi-level critical analysis of discourses and practices at Japanese Hoshuko in the UK

Authors
Affiliation

Chisato Danjo

York St John University

Chris Moreh

York St John University

10.1016/j.linged.2020.100870
Abstract
Hoshuko are Japanese government approved complementary schools operating in many countries outside Japan and providing Japanese-medium education. Although originally established for children of tempo- rary professional expatriates, increasing emigration has diversified the family backgrounds and educa- tional needs of the pupils. This article explores how the Japanese government, hoshuko , as well as the teachers and parents accommodate to the challenges and opportunities of diversification, looking specif- ically at the context of the United Kingdom. It combines discourse-analytic conceptual tools and ethno- graphic methods to explore discursive practices at the macro-level of governmental policy, the meso–level of institutional policies of nine UK hoshuko , and the micro-level of situated practices at one UK school. We demonstrate how governmental discourses pursue specific coercive aims using discursive strategies, and how these are recontextualised in institutional and individual practices. At each level, we also identify mechanisms through which the official dominant discourse is negotiated. Based on the findings, we ar- gue that a more purposeful policy realignment acknowledging local diversity would benefit the overseas communities involved in hoshuko.

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BibTeX citation:
@article{danjo2020,
  author = {Danjo, Chisato and Moreh, Chris},
  title = {Complementary Schools in the Global Age: {A} Multi-Level
    Critical Analysis of Discourses and Practices at {Japanese}
    {Hoshuko} in the {UK}},
  journal = {Linguistics and Education},
  volume = {60},
  number = {100870},
  pages = {1-12},
  date = {2020},
  doi = {10.1016/j.linged.2020.100870},
  langid = {en},
  abstract = {Hoshuko are Japanese government approved complementary
    schools operating in many countries outside Japan and providing
    Japanese-medium education. Although originally established for
    children of tempo- rary professional expatriates, increasing
    emigration has diversified the family backgrounds and educa- tional
    needs of the pupils. This article explores how the Japanese
    government, hoshuko , as well as the teachers and parents
    accommodate to the challenges and opportunities of diversification,
    looking specif- ically at the context of the United Kingdom. It
    combines discourse-analytic conceptual tools and ethno- graphic
    methods to explore discursive practices at the macro-level of
    governmental policy, the meso–level of institutional policies of
    nine UK hoshuko , and the micro-level of situated practices at one
    UK school. We demonstrate how governmental discourses pursue
    specific coercive aims using discursive strategies, and how these
    are recontextualised in institutional and individual practices. At
    each level, we also identify mechanisms through which the official
    dominant discourse is negotiated. Based on the findings, we ar- gue
    that a more purposeful policy realignment acknowledging local
    diversity would benefit the overseas communities involved in
    hoshuko.}
}
For attribution, please cite this work as:
Danjo, Chisato, and Chris Moreh. 2020. “Complementary Schools in the Global Age: A Multi-Level Critical Analysis of Discourses and Practices at Japanese Hoshuko in the UK.” Linguistics and Education 60 (100870): 1–12. https://doi.org/10.1016/j.linged.2020.100870.