A comparison of co-ethnic migrants in Japan and Singapore

Japanese norms in Japanese workplaces

“…Japan is known for its exclusionary attitudes towards migrant workers (Doudou, 2006;Morita, 2015;Park, 2017) 1 , so it is reasonable to ask if Japanese co-workers and employers are also ethnocentric in the way they run the workplace. Since the Japanese immigration law was changed in April 2019 to accept more migrant workers, and more will arrive now that the stringent pandemic entry requirements have eased, there is some urgency in pursuing this line of research.…”

“…However, one of the areas which has been relatively well-researched is Japanese-style human resource management (HRM) in white-collar workplaces (such as Maki et al, 2015;Sekiguchi et al, 2016;Froese et al, 2020); as well as foreign fresh graduates (FFGs) in Japanese companies (such as Meyer-Ohle, 2019, 2020). The third area which has been studied is prejudice and discrimination faced by Nikkeijin (Japanese-Brazilians) in blue-collar workplaces (such as Morita, 2016Morita, , 2017cTsuda, 2009Tsuda, , 2021. Finally, there is a small number of publications on the 'Japanese language only' attitude in blue-collar workplaces (Morita, 2021a).…”

“…The Japanese reacted negatively to this, and soon changed their perception of the Nikkeijin from 'descendants of Japanese' to 'unskilled workers from a poor and undeveloped country'. Racist incidents against the Nikkeijin were common (Morita, 2015(Morita, , 2017cTsuda, 2021). The Nikkeijin reacted to this prejudice and discrimination by withdrawing into their own community, avoiding contact with the wider Japanese society as much as they can.…”

“…This legacy of Nihonjinron and Ishihara has clearly delineated who and what is Japanese, versus who and what is not. In the present-day, everyday life, this has translated into the Japanese way of doing things versus the foreign (Morita, 2015(Morita, , 2018. The following three examples (the first two from Nagy, 2012 and the third from Morita, 2015) illustrate this point.…”

Sosyal Bilgiler Öğretmen Adaylarının Kültür Kavramına ve Farklı Kültürlere Yaklaşımı

“…Günümüzde artık vatandaşlık eğitim programları ile yerel kültürel etkileşim ve adaptasyonların yanı sıra kültürlerarası/çokkültürlü yaklaşımlar programların temel kültürel hassasiyetlerini oluşturur duruma gelmiştir (Ho and Martin, 2010;Ojebiyi and Salako, 2011;Facci, 2009;Danker, 2003). Bu durumun ortaya çıkışındaki bir diğer önemli faktör ise dünya çapında insan hareketliliğin çokça artmış olmasıdır (Memişoğlu and Ilgıt, 2017;Heelsum, 2016;Morita, 2016;Baban, Ilcan and Rygiel, 2017). Son dönemde mülteci sayısının ciddi oranda artmış olması, vatandaşlık eğitimi aracılığıyla hedeflenen kültürel uyumu tekrar gündeme getirmiş ve tartışmaya açmıştır (Akmir, 2015;Gkaintartzi, Kiliari and Tsokalidou, 2016;Due, Riggs and Augoustinos, 2016).…”