Transforming diversity in Canadian higher education: a dialogue of Japanese women graduate students

Mayuzumi, Kimine; Motobayashi, Kyoko; Nagayama, Chikako; Takeuchi, Miwa Aoki

doi:10.1080/13562510701595200

Cited by 43 publications

(21 citation statements)

References 14 publications

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“…This paper also draws attention to issues of women's citizenship in relation to women's affiliation to rural versus urban residence (Yuval-Davis 1997), often ignored or briefly mentioned, as one of many intersections of differences in the literature on women's citizenship and difference (e.g., Brah 1996;Mohanty 2003;Ong 1999;Razack 2002;Yuval-Davis and Werbner 1999). Future research centring Indigenous knowledges may also empower diasporas and international students who face the complexity of identity formation in the West (Ichimoto 2000;Mayuzumi et al 2007;Seo and Koro-Ljungberg 2005;Zhou et al 2005). This kind of inquiry should unfold possibilities rather than focusing on oppressions and limitations.…”

Section: Concluding Remarks and Implicationsmentioning

confidence: 96%

Unfolding possibilities through a decolonizing project: Indigenous knowledges and rural Japanese women

Mayuzumi

2009

International Journal of Qualitative Studies in Education

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Rural Japanese women have been overlooked or misrepresented in the academic and nationalist discourses on Japanese women. Using an anti-colonial feminist framework, I advocate that centring discussions on Indigenous knowledges will help fill this gap based on the belief that Indigenous-knowledge framework is a tool to show the agency of the 'colonized'. In this paper, I attempt to answer the following question: What is the role of Indigenous knowledges in the context of rural Japanese women? I first discuss my epistemological approach by exploring the notion of Indigenous knowledges and my location within it. This process led me to employ autoethnography as the central methodology of this paper. Second, in order to better situate rural Japanese women, I look at Japanese history, especially the Meiji period when Westernization began to exert a major influence on the Japanese nationalist movement via its control over knowledges carried by rural Japanese women. Third, in order for me to reclaim these subjugated Indigenous knowledges, I introduce my lived experience through autoethnography as a starting point to explore the possibilities that lie in the Indigenous-knowledge framework. Fourth, I further discuss the interlocking nature of the issues surrounding nationalism, representation, knowledge production and identity emerging from the discussion on rural Japanese women and my reflexive text. This leads us to an assessment of how an Indigenousknowledge framework may shift discussions/perceptions of rural Japanese women in particular. Lastly, I conclude by noting the potential implications and applications of further research on this topic in other parts of the world.

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Section: Concluding Remarks and Implicationsmentioning

confidence: 96%

Unfolding possibilities through a decolonizing project: Indigenous knowledges and rural Japanese women

Mayuzumi

2009

International Journal of Qualitative Studies in Education

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“…To this end, postcolonial theorists argue that the construction and study of difference has been historically associated with the construction of the Other for the purposes of commodifying, exploiting, and managing these Others (Said, 1978). In short, Kimine Mayuzumi et al (2007) argue, Downloaded by [Lakehead University] at 09:14 27 November 2014…”

Section: Re/conceptualizing Diversitymentioning

confidence: 97%

Introduction to the Emergent Approaches to Diversity and Social Justice in Higher Education Special Issue

Patton

Shahjahan

Osei-Kofi

2010

Equity & Excellence in Education

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“…These students established communal support systems and relied upon one another to mitigate and survive the cultural isolation they encountered within the academic system. Mayuzumi, Nagayama, Motobyashi, and Takeuchi (2007), in a study on four Japanese women graduate students, argues that self-reflexive healing circles build solidarity among students and encourage them to become agents of change in graduate school. On the theme of internal development, Hampton's (1995) study of nine Native American graduate students found that spirituality was an important component in the lives of these students.…”

Section: Brief Overview Of the Literature On Graduate Students Of Colmentioning

confidence: 98%

Negotiating Academic Learning and Research: The Spiritual Praxis of Graduate Students of Color

Shahjahan

Barker

2009

Equity & Excellence in Education

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Transforming diversity in Canadian higher education: a dialogue of Japanese women graduate students

Cited by 43 publications

References 14 publications

Unfolding possibilities through a decolonizing project: Indigenous knowledges and rural Japanese women

Unfolding possibilities through a decolonizing project: Indigenous knowledges and rural Japanese women

Introduction to the Emergent Approaches to Diversity and Social Justice in Higher Education Special Issue

Negotiating Academic Learning and Research: The Spiritual Praxis of Graduate Students of Color

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