The Possibility of Intercultural Citizenship Education: A Case Study of Multicultural Group Work in a Japanese University

LI Xiaoyan

doi:10.19857/j.cnki.ICL.20214307

Volume 4 Issue 3

Sep. 2022

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LI Xiaoyan. The Possibility of Intercultural Citizenship Education: A Case Study of Multicultural Group Work in a Japanese University[J]. International Comparative Literature, 2021, 4(3): 523-538. doi: 10.19857/j.cnki.ICL.20214307

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LI Xiaoyan. The Possibility of Intercultural Citizenship Education: A Case Study of Multicultural Group Work in a Japanese University[J]. International Comparative Literature, 2021, 4(3): 523-538. doi: 10.19857/j.cnki.ICL.20214307

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The Possibility of Intercultural Citizenship Education: A Case Study of Multicultural Group Work in a Japanese University

doi: 10.19857/j.cnki.ICL.20214307

LI Xiaoyan^,

Kyushu University

Received Date: 2021-01-24
Accepted Date: 2021-03-19

Abstract

Abstract

There are various views as to how to develop world-class human resources, and the possibility of intercultural citizenship education at universities has been subject to debate. While the Japanese government has identified three essential components of global human resources, there is no agreed approach to their development. Here we report and examine multicultural group work in class-share,an approach conceived in the course of our educational practice. We argue that multicultural group work in class-share is an effective and efficient approach. Based on the author's previous research, we have constructed a process model(called the ASCI model) of multi-cultural group work. Since 2014, the author has been conducting a learner-agency course at Kyushu University offered to both Japanese and international students. Since each student comes from a different cultural and environmental background and since the students have a variety of majors, we characterize their activity as multicultural group work. In the course, students acquire awareness of language and culture through a cycle of group discussion,interviews, and essay writing. The students report having renewed both their linguistic and their cultural knowledge. This acquisition and development of knowledge is referred to as self-renewal. We argue that the progress of self-renewal is also knowledge creation. We observe that self-renewal reflects MEXT's three components of global human resources. Furthermore, following Byram(2008), we argue that the learner self-renewal observed in this case study also fosters supranational citizenship and human resources that have the potential to contribute to world peace.
- multicultural group work,
- intercultural citizenship education,
- collaborative learning,
- knowledge creation,
- self-renewal

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References(12)

References

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