In this seminar, we will explore the structure and cultural principles of Japanese social organizations and the behavioral patterns of members from those organizations. Students use their field experience as a basis for understanding Japanese organizations and comparing them with organizations in other cultural systems. Students will be encouraged to examine their field placement as a reflection of the larger society while seeking to know specific circumstances and variations within the society. Through their first-hand experiences in the Japanese organizations, students will become sensitive to the dangers of sweeping cultural generalities and stereotyping, and at the same time will become self- reflective to their own culture assumptions. Issues such as individualism, groupism, group loyalty, the roles of rituals, spatial patterns, and modes of communication within organizations are examined.
Gender role expectations, the notions of work and leisure, and social relations in and outside of the work settings are also closely examined and discussed.
Prerequisites:
None
Attendance policy:
In conformation with IES Abroad policy, attendance to all class meetings is strictly required. Unexcused absence will result in a failing grade.
Learning outcomes:
By the end of the course students will be able to:
• Demonstrate a basic knowledge of ethnographic research method, intercultural communication theory and Japanese social value systems
• Demonstrate cultural sensitivity and articulate difference of cultural perspectives
• Exhibit self-confidence to work/communicate with different people and know their own selves more through self-reflection
Method of presentation:
Students are placed in Japanese organizations as "Participant- Observers" for eight to ten hours a week. In addition, the seminar will meet for 2.5 contact hours for a total of seven sessions including an individual conference. Please refer to the class schedule for the specifics.
Required work and form of assessment:
The final grade is based upon:
• Class participation (30%)
• Host supervisor evaluation, weekly checklist and reflection letter to the host organization (20%)
• The student field placement portfolio and presentation [culture learning journal, research proposal, final paper, etc.] (50%)
content:
Session 1: Thursday, 15 September
Overview of Course & Introduction to Ethnographic Research
Students will be introduced to the course goals and design (Field Placement + Seminar = Ethnography), and elements of the course (Culture Learning Journal, Field Placement Synthesis Presentation, Final paper). Further, the basics of ethnographic research will be introduced as a means of cultural learning used in this course.
In analyzing ethnographic data and writing a topic-oriented ethnography, students need to be aware of their own cultural biases. In writing an ethnography, questions should be asked to identify important values of those whom the participant observer observed, interacted and interviewed. What kind of world view do they have based on their cultural values? How do they differ from yours? The class discussion
will also cover the topics such as ethnocentrism, generalization and stereotyping.
Required Reading:
Spradley, James P. "Ethnography and Culture." Participant Observation. Harcourt College Publishers, 1980: 3-12.
Gray, Ann. "Locating Instances and Generating Material " Research Practice for cultural studies. SAGE Publications, 2003: p82-93
Bennett, Milton J. “Intercultural Communication: A Current Perspective.” Basic Concept of Intercultural Communication. Ed. Bennett, Milton J., Intercultural Press, 1998:1-34
Suggested Reading: (All suggested readings are on reserve in the IES Center.)
Bestor, Theodore C. "Conflict, Legitimacy, and Tradition in a Tokyo Neighborhood." Japanese Social Organization. Ed. Takie Sugiyama Lebra. University of Hawaii Press, 1992:23-47.
Hendry, Joy. An Anthropologist in Japan: Glimpses of Life in the Field. Routledge, 1999.
Kondo, Dorinne. “The Eye/I.” Crafting Selves. The University of Chicago Press, 1990: 3-43.
Bester, T.C, Patricia Steinhoff, Victoria Lyon Bestor. Doing Fieldwork in Japan. University of Hawaii Press, 2003.
Taylor, Stephanie. Ed. Ethnographic Research: A Reader. Sage Publications, 2002
Session 2: Thursday, 29 September
Theories on Social Organization and Classic Studies on Japanese Society
The knowledge of intercultural management theories is useful in understanding social organizations of an unfamiliar culture. Based on Nancy Adler’s work, the class will review organizational dimensions of difference in order to understand the influence of cultural differences on organization. In conducting an ethnographic research on Japanese social organizations, some key concepts discussed in the classic studies on Japanese society can provide the researcher with valuable clues.
Amae 甘え/ Giri 義理、Ninjyo 人情/ On 恩/ Enryo 遠慮/ Uchi 内/ Soto 外/ Omote 表/ Ura 裏/
Senpai 先輩、Kohai 後輩/
Assignments Due:
1) Profile of Organization & Description of Placement
2) Field Placement Agreement
3) Cultural Learning Journal #1
Required Reading:
Adler, Nancy J. “How Do Cultural Difference Affect Organizations?” International Dimensions of Organizational Behavior. 4th ed., South-Western, 2002: 45-72.
Nakane, Chie. "The Internal Structure of the Group." Japanese Society. Charles E. Tuttle Company, Inc. 1973: 24-66.
Kono, Toyohiro and Clegg, Stewart. “The Context of Japanese Management.” Trends in Japanese Management: Continuing Strengths, Current Problems and Changing Priorities. PALGRAVE. 2001:1-42
Tenhover, Gregory R. "Differences in Our Heart and Minds." Unlocking the Japanese Business Mind. Transemantics, Inc. 1994: 59-98
Okano, Kaori and Tsuchiya, Motonori “Analytical Frameworks: Schooling and Society” Education in Contemporary Japan: Inequality and Diversity Cambridge University Press. 1999: 1-11
Suggested Reading:
Benedict, Ruth. Chrysanthemum and the Sword. Meridian Books. 1967. Houghton Mifflin Company. 1989.
Doi, Takeo. "The World of Amae." The Anatomy of Dependence. Kodansha International. 1973: 28-64.
Rohlen, Thomas. “The Basic Form of the Company.” For Harmony and Strength. University of California Press, 1974:13-33.
Kato, Hiroki & Joan Kato. “From Amae to Tatemae.” Understanding and Working with Japanese Business World. Prentice Hall, 1992:17-28.
Trompernars, Fons. “The Group and the Individual.” Riding the Waves of Culture: Understanding Cultural Diversity in Business. Nicholas Brealey Publishing, 1993:47-62.
Zimmerman,Mark. “Four Essential Concepts: Nintai, Kao, Giri, On.” How to do Business with the Japanese: A Strategy for Success. Charles. E Tuffule Company, 1985: 64-74.
_. “The Network that Binds: Ningen Kankei.” How to do Business with the Japanese: A Strategy for Success. Charles. E Tuffule Company, 1985: 64-74.
Peak, Lois. “Goal of Preschool Education.” Learning to Go to School in Japan: The Transition from Home to Preschool Life. University of California Press, 1992:63-75.
“Daily Activities and Routines.” Learning to Go to School in Japan: The Transition from Home to Preschool Life. University of California Press, 1992:76-100.
Kono, Toyohiro and Clegg, Stewart. “The context of Japanese Management” Trends in Japanese Management: Continuing strengths, current problems and changing priorities. Palgrave, 2001:1-42
Matsunaga, Louella. “The Changing Face of the Japanese Company.” The Changing Face of Japanese Retail: Working in a Chain Store. Routledge, 2000:1-11.
“Harmony and Consensus? Employee Relations in the Workplace.” The Changing Face of Japanese Retail: Working in a Chain Store. Routledge, 2000: 79-96.
Session 3: Thursday, 13 October Interaction, Communication and Decision Making in Social Organization
Members of each social organization have their unique patterns of interaction and communication. Yet, the interaction practices and communication styles of the members are often a reflection of the larger culture the organization is nestled in. The class will compare communication patterns in Japan and the United States, and how these differences are attributed to the concept of self, ethics, and ideal social relations in respective society. We will also look at decision making processes as one example of communication patterns.
Ningen Kankei 人間関係/ Omoiyari 思いやり、Enryo 遠慮/ Nemawashi 根回し/ Ringi 稟議/ Honne 本音,
Tatemae 建前/
Assignments Due:
1) Cultural Journal #2
2) Research proposal
Discussion Question: How do people interact with each other in your field placement organization? What are common communication styles that you find? How do they differ from styles of communication typically observed in the States? What kind of information do they share and how? How are decisions made among members of the organization? What are the Informal/formal channels of communications/ decision making process observed? Describe some of the communication gaps you encountered in your field placement or with your home-stay family. Contemplate the sources of miscommunication.
Required Reading:
Ramsey, Sheila J. “Interactions between North Americans and Japanese: Considerations of Communication style.” Basic Concepts of Intercultural Communication. Ed. Bennett., Milton J., Intercultural Press, 1998: 111-130
Kopp, Rochelle. “Participating in Japanese Style Decision Making.” The Rice-Paper Ceiling: Breaking Through Japanese Corporate Culture. Stone Bridge Press, 1994: 141-151.
Goldman, Alan. "Japanese Public and Private Communication." Doing Business with the Japanese: A Guide to Successful Communication, Management, and Diplomacy. State University of New York Press, 1994: 239-244.
Kelly, William. “Applying a Critical Metatheoretical Approach to Intercultural Relations: The Case of US-Japanese Communication.” The Global Intercultural Communication Reader. Ed. Asante, Molefi K, Miike, Yoshitaka and Yin, Jing. Routledge 2008: 263-279
Ting-Toomey, Stella. "Cross-Cultural Verbal Communication Styles." Communicating Across Cultures. The Guilford Press, 1999: 100-113.
Yamada, Haru. “Speak for Yourself, Listen to Others.” Different Games, Different Rules. Oxford University Press, 1997:37-51.
Suggested Reading:
Condon, John C. “ Interaction: Behavior, Reactions, and Interpretations.” With Respect to the Japanese. Intercultural Press, 1984: 35-59.
Nishiyama,Kazuo. “Decision Making in Japanese Business Organizations.” Doing Business with Japan: Successful Strategies for Intercultural Communication. University of Hawaii Press, 2000:117-133.
Lebra, Takie Sugiyama. “Culture, Self, and Communication in Japan and the United States.” Communication in Japan and the United States. Ed. William B Gudykunst. State University of New York Press, 1993:51-87.
_. “Nonconfrontational Strategies for Management of Interpersonal Conflicts” Conflict in Japan. Ed. Ellis S Krauss, Thomas Rohlen, Patricia G. Steinhoff. University of Hawaii, 1984: 41-60.
Hall, Edward T. & Mildred Reed Hall. “High and Low Contexts: How Much Information is Enough?” Hidden Differences: Doing Business with the Japanese. Anchor Books Doubleday, 1987: 7-11.
Yamada, Haru. “Taking Care of Business.” Different Games, Different Rules. Oxford University Press, 1997:53-69.
Gudykunst, William and Tsukasa Nishida. “Interpersonal and Intergroup Communication in Japan and the United States.” Communication in Japan and the United States. Ed. William B Gudykunst. State University of New York Press, 1993:149-214.
Stewart, Lea P. “Organizational Communication in Japan and the United States.” Communication in Japan and the United States. Ed. William B Gudykunst. State University of New York Press, 1993:215-247.
Session 4: Thursday, 27 October
Individual conference (Schedule is TBA)
Discuss research paper with the instructor (by appointment)
Session 5: Thursday, 10 November
Gender Relations and the Japanese Sense of Identity
Every culture defines gender role expectations with its unique logic. Sometimes, for a non- native to the culture, the gender role is an aspect of social organization most difficult to understand, accept, and/or participate in. In this session, we try to see Japanese gender roles from the native's point of view(s) first. We then seek to look beyond the normative gender role expectations and how the expectations are resisted and challenged. We will also explore the Japanese sense of ethnic and national identity and the illusion of Japanese homogeneity. Our discussion includes position of ethnic minorities and the social organization of Japan with respect to issues of cultural diversity and internationalization. Students are encouraged to employ comparative perspective in approaching to the issues of ethic relations in Japan with that of their society.
Assignments Due:
1) Cultural Journal #3
Discussion Questions: Observe what kinds of tasks and roles are shared and differentiated between male and female workers and how their interactions tell you about appropriate male and female behaviors. Or can you find some behaviors that you may think “deviate” from what you perceived as “ideal” gender roles in Japan?
Describe some of the experiences or events that you felt particularly being treated as gaijin. Can you think any instance that you felt being treated “insider”? Prepare to discuss how the Japanese attitude toward cultural diversity differ/similar to the one of your society.
Required Reading:
Rosenberger, Nancy. “No Self, True Self, or Multiple Selves?” Gambling with Virtue: Japanese Women and the Search for Self in a Changing Nation. University of Hawaii Press, 2001: 214 – 232
Kashiwagi, Akiko. “Japan： Devoted Dads – the redoubtable salaryman is seeking a more balanced life. Hellish hours at work are out. Family life is in.” Newsweek Nov. 27, 2006 http://www.newsweek.com/id/44497
Sugimoto, Yoshio. “Minority Groups: Ethnicity and Discrimination.” An Introduction to Japanese Society. Cambridge University Press, 2003 183-211
Okano, Kaori and Tsuchiya, Motonori. “Students’ Experience of Schooling, Part 2: Minorities.” Education in Contemporary Japan. Cambridge University Press, 1999: 110-140
. “Genealogies of Japanese Identity and Monoethnic Ideology.” Multi-Ethnic Japan. Harvard University Press. 2001: 111-141
Suggested Reading:
Iwao, Sumiko. “Marriage and the Family.” The Japanese Women: Traditional Image & Changing Reality. Harvard University Press, 1993: 59-93.
Mathews, Gordon. “Can ‘a real man’ live for his family? Ikigai and masculinity in today’s Japan.” Men and Masculinity in Contemporary Japan: Beyond the Urban Salaryman Model. Ed. James Roberson and Nobue Suzuki. Routledge, 2002: 109-125.
Kawashima, Yoko. “Female Workers: An Overview of Past and Current Trends.” Japanese Women: New Feminist Perspectives on the Past, Present, and Future. Ed. Kumiko Fujimura-Fanselow and Atsuko Kameda. The Feminist Press, 271-294.
Bishop, Beverly. “The Diversification of Employment and Women’s Work in Contemporary Japan.” Globalization and Social Change in Contemporary Japan. Ed. J.S.Eades, Tom Gill, and Harumi Befu. Trans Pacific Press, 2000:93-109.
Ogasawara, Yuko. “The Japanese Labor Market and Office Ladies.” Office Ladies and Salaried Men: Power, Gender and Work in Japanese Companies. Berkeley: University of California Press, 1998: 17-43.
Gill, Tom. “Introduction.” Men of Uncertainty: The Social Organization of Day Laborers in Contemporary Japan. State University of New York Press, 2001: 1-12
Yoshimura, Noboru & Philip Anderson. “The Making of a Salaryman.” Inside the Kaisha: Demystifying Japanese Business Behavior. Harvard Business School Press, 1997: 14-31.
Creighton, Mille. “Soto Others and Uchi Others: Imaging Racial Diversity, Imagining Homogeneous Japan.” Japan’s Minorities: The Illusion of Homogeneity. Michael Weiner, Ed. Routledge, 1998: 211-238.
McCormack, Gavan. “Kokusaika: Impediments in Japan’s Deep Structure.” Multicultural Japan: Paleolithic to Postmodern. Donald Denon, Ed., Cambridge University Press, 1996: 265-286.
Fukuoka, Yasunori. “Introduction: Japanese and Non-Japanese.” Lives of Young Korean in Japan. Transpacific Press, 2000.
Hendry, Joy. “Sources of Japanese Identity: Historical and Mythological Foundation of Japan.” Understanding Japanese Society. Routledge, 1995: 5-21.
Kearney, Reginald. “ Shockwaves Out of Japan.” African American Views of the Japanese: Solidarity or Sedition. Alban: State University of New York, 1998: 128-148, 149-161.
Roth, Joshua Hotaka. Brokered Homeland: Japanese Brazilian Migrants in Japan. Cornell University Press, 2002.
Weiner, Michael, Ed. Japan’s Minorities: The Illusion of Homogeneity. Routledge,1998.
Sellek, Yoko. “Nikkeijin: The Phenomenon of Return Migration.” Japan’s Minorities: The Illusion of
Homogeneity. Michael Weiner, Ed. Routledge, 1998: 178-210.
Session 6 & 7: Thursday, 1 & 8 December
Presentation of the research paper & Course Evaluations
This is a chance for you to present your research paper on your field placement experience. In addition, the knowledge you have gained through course readings, outside research, and class discussions should be fully utilized. Although the academic quality of the presentation needs to be high, students are encouraged to take a creative, entertaining, as well as an educational approach in their presentation style. The group members and the presentation topic should encourage class discussion and interest. All presentation topics must be discussed with the course instructor by 17 June. Each student will have between 15-20 minutes for the presentation (depending on number of presenters) and should use visual aids and other media. The presentation session will be open to the IES staff members and associates.
Assignments Due:
1) Reflection letter to the host organization
Field Placement Portfolio (Ethnographic Record)
The Field Placement Portfolio will help you assume responsibility for analyzing, managing, and synthesizing your learning in the seminar and the field placement experience. Goals inherent in the portfolio design will serve as a framework for organizing, reflecting, assessing, documenting and linking course content with individual field placement experiences.
While you are encouraged to take a creative approach to developing your portfolio presentation, required components for every portfolio are listed below and are to be arranged as such. Previous students have used considerable Japanese in their portfolios and have also included reference letters from field placement supervisors and other documentation prepared by the student during the placement.
(Previous students portfolios are on reserve in the IES Center.)
① Title Page 表紙
② Table of Contents (with page numbers) 目次(ページ番号)
③ Profile of Organization 企業・団体のプロフィール
④ Description of Placement 学生の仕事内容
⑤ Research Proposal 研究計画
⑥ Culture Learning Journal (Titled, Entries #1-4) 文化学習ジャーナル
⑦ Final Paper/ Topic Oriented Ethnography 最終論文
Due: The portfolio is due by 8 December. No late portfolios are accepted. Late submissions will adversely affect your final grade.
Form of Assessment: The portfolio grade (50% of total course grade) is based upon Quality of Insight and Analysis (25%); Organization, Clarity, Effective Communication (10%); and Required Components/ Fulfillment of Assignment (15%).
Portfolio Description
① TITLE PAGE
An acceptable title page will include the date, name of course and course instructor, name of field placement organization, and the student name.
② TABLE OF CONTENTS (1 PAGE)
Please be sure to list your appendices and other attachments.
③ PROFILE OF ORGANIZATION (1 PAGE)
Please write (in your own words) a brief introductory profile of your field placement organization. You may want to consider the following questions for reflection:
What is the main activity and mission of the organization?
What is the organization's product or service?
Who are your organization's customers or clients?
How old is the organization and where is it located?
If your organization has an organization chart, is it flat or vertical?
Who established the organization, where and for what purpose?
If available, please attach an organizational brochure and the business card(s) of your principle contact(s).
④ DESCRIPTION OF PLACEMENT (1 PAGE)
Please write in one page or less a description of your field placement assignment. You may want to consider the following questions for reflection:
What will/did your activities and duties involve?
What sort of expectations do/did you have of the placement and what expectations do/did you
think are being made of you?
If possible, please attach a photo or two taken at your field placement and preferably of you interacting with colleagues.
⑤ Research Proposal (1 – 2 PAGES)
Focus on one or more aspects of Japanese organizations and propose a topic or issue that you would like to explore during the field placement. Select a specific topic related to your field placement experience that interests you and something you wish to explore in greater depth. For example, a
student with an education placement may choose to write on a topic such as the mainstreaming of mentally handicapped students in Japan. A student in a corporate or business placement may choose to write about generational differences within the Japanese work force. The proposal should include the methods you would employ in order to approach the issue or to get the information, such as
observation, ethnographic interviews, additional reading, oral presentations, etc.
In addition to field notes that come directly from observing and interviewing, ethnographers should always keep a journal. The Culture Learning Journal is designed to capture a process of culture learning organized around experience and reflection.
Cultural Journal #1 - #3
1. Record an interesting, puzzling, irritating or an otherwise significant occurrence at your field placement. Please keep in mind that you are doing more than merely recording events, but are
engaging in a form of ethnographic research that will ultimately open a channel for more systematic engagement with Japanese culture.
2. As a participant observer engaged in ethnographic research, here is the place to record initial
analyses of cultural meanings, interpretations and insights into the culture studied. You are encouraged to analyze the experience in terms of your current level of understanding Japanese social organization and offer interpretations for the cultural forces shaping those events. What cultural assumptions are people in your field placement using to organize their behavior and interpret their experience? What meanings do the interactions have for them?
The course instructor will reflect back on the themes students seem to be exploring and as possible, will suggest additional approaches for data collection and interpretation.
Cultural Journal #4 – Reflection of Cultural Journal #1-3
Re-examine the experience. Has your interpretation changed? Record the changes. What helped you to learn more about the experience? This reflection will allow you to move from focusing on
particular events towards reviewing your reasons for thinking, feeling and believing in responses to
significant new experiences. This process will also allow you to take into account the personal biases and feelings that filter your understanding of Japanese social organization. You are strongly
encouraged to use outside sources which may include library research and course readings, post- experiences, ethnographic interviews, cultural informants, etc.
All journal entries are to be typed using A4 size paper, 1.5 - 2.0 spaced, and void of grammatical and typographical errors. You are to make proper citations when using secondary research. As with all portfolio entries, you should keep in mind that you are writing both for yourself and for the
instructor, who has not shared the experience. Therefore, both what has occurred and what has been
learned must be clearly conveyed.
⑦ FINAL PAPER/ TOPIC ORIENTED ETHNOGRAPHY (4-6 PAGES)
Ideally, the final paper should be based on the research proposal you submitted in the beginning of the semester.
An academic paper in nature, the final paper is to be typed using A4 size paper, 1.5 - 2.0 spaced, and void of grammatical and typographical errors. You are encouraged to use sources from the course, your field placement and incorporate research from outside sources. All sources must be cited using a commonly accepted citation style such as MLA, APA, or Turabian.
Previous final paper topics have included:
"Japanese Politics: Continuity and Change" (Political placement)
"Volunteerism in Japanese NGOs and NPOs" (Political NGO placement)
"Domestic Violence in Japan: The Plights of Foreign and Japanese Wives" (NGO placement)
"Surface Tension: An Analysis of the Push for Reforms in the Traditional Realm of the Japanese Legal System" (Legal placement)
"The Japanese School Culture: A Comparative Study of Stereotypes" (Education placement)
"A Shrimpy Tale: An Analysis of Japanese Conflict Resolution and Negotiation Styles" (International shipping placement)
"Underlying Reasons for the Japanese Refugee Policy" (Human rights placement)
"It's Not What You Say, It's What You Mean: Linguistics and Difficulties in Translation" (NPO placement)
"The Changing Role of Women in the Japanese Workplace" (Human resources placement)
"Creating International Business-Bureaucrats: How JETRO's International Organization Meets its Mission Statement" (Economics placement)
"Enjo-Kosai: Before Gender Inequality, Before Prostitution, Before Media. These Girls are Children First" (Women's Issues placement)
"Uchi and Soto: Creating Legal Barriers in an Internationalizing World" (Legal placement)
"Culture of Silence: The Social Marginalization Faced by Those Who Dare to Confront Japan's Militaristic Past" (NGO placement)
"Japanese Labor Structure and Unionization Trends: A Brief Overview" (Labor union placement)
"Conserving the Wa: The Japanese Approach to Litigation" (Legal placement)
"Social Structures in Popular Entertainment" (Popular culture placement)
"Crossing the Street: Collectivism and the Japanese Decision Making Process" (Government placement)
"Official Japanese Tatemae: Equal Employment Opportunity for Women"
Brief Biography of Instructor:
Noriko Tada earned a Master in International and Intercultural Management from School for International Training, Vermont, US. She is IOA certified organizational ombudsperson and a member of International Ombudsman Association (IOA). She is also an intercultural consultant and trainer.
In this seminar, we will explore the structure and cultural principles of Japanese social organizations and the behavioral patterns of members from those organizations. Students use their field experience as a basis for understanding Japanese organizations and comparing them with organizations in other cultural systems. Students will be encouraged to examine their field placement as a reflection of the larger society while seeking to know specific circumstances and variations within the society. Through their first-hand experiences in the Japanese organizations, students will become sensitive to the dangers of sweeping cultural generalities and stereotyping, and at the same time will become self- reflective to their own culture assumptions. Issues such as individualism, groupism, group loyalty, the roles of rituals, spatial patterns, and modes of communication within organizations are examined.
Gender role expectations, the notions of work and leisure, and social relations in and outside of the work settings are also closely examined and discussed.
None
In conformation with IES Abroad policy, attendance to all class meetings is strictly required. Unexcused absence will result in a failing grade.
By the end of the course students will be able to:
• Demonstrate a basic knowledge of ethnographic research method, intercultural communication theory and Japanese social value systems
• Demonstrate cultural sensitivity and articulate difference of cultural perspectives
• Exhibit self-confidence to work/communicate with different people and know their own selves more through self-reflection
Students are placed in Japanese organizations as "Participant- Observers" for eight to ten hours a week. In addition, the seminar will meet for 2.5 contact hours for a total of seven sessions including an individual conference. Please refer to the class schedule for the specifics.
The final grade is based upon:
• Class participation (30%)
• Host supervisor evaluation, weekly checklist and reflection letter to the host organization (20%)
• The student field placement portfolio and presentation [culture learning journal, research proposal, final paper, etc.] (50%)
Session 1: Thursday, 15 September
Overview of Course & Introduction to Ethnographic Research
Students will be introduced to the course goals and design (Field Placement + Seminar = Ethnography), and elements of the course (Culture Learning Journal, Field Placement Synthesis Presentation, Final paper). Further, the basics of ethnographic research will be introduced as a means of cultural learning used in this course.
In analyzing ethnographic data and writing a topic-oriented ethnography, students need to be aware of their own cultural biases. In writing an ethnography, questions should be asked to identify important values of those whom the participant observer observed, interacted and interviewed. What kind of world view do they have based on their cultural values? How do they differ from yours? The class discussion
will also cover the topics such as ethnocentrism, generalization and stereotyping.
Required Reading:
Spradley, James P. "Ethnography and Culture." Participant Observation. Harcourt College Publishers, 1980: 3-12.
_. "Ethnography for What?" Participant Observation. Wadsworth, Thomson Learning, 1980: 13-25.
_. "The Ethnographic Research Cycle." Participant Observation. Harcourt College Publishers, 1980: 26-35.
_. "Doing Participant Observation." Participant Observation. Wadsworth, Thomson Learning, 1980: 53-62.
Gray, Ann. "Locating Instances and Generating Material " Research Practice for cultural studies. SAGE Publications, 2003: p82-93
Bennett, Milton J. “Intercultural Communication: A Current Perspective.” Basic Concept of Intercultural Communication. Ed. Bennett, Milton J., Intercultural Press, 1998:1-34
Suggested Reading: (All suggested readings are on reserve in the IES Center.)
Bestor, Theodore C. "Conflict, Legitimacy, and Tradition in a Tokyo Neighborhood." Japanese Social Organization. Ed. Takie Sugiyama Lebra. University of Hawaii Press, 1992:23-47.
Hendry, Joy. An Anthropologist in Japan: Glimpses of Life in the Field. Routledge, 1999.
Kondo, Dorinne. “The Eye/I.” Crafting Selves. The University of Chicago Press, 1990: 3-43.
Bester, T.C, Patricia Steinhoff, Victoria Lyon Bestor. Doing Fieldwork in Japan. University of Hawaii Press, 2003.
Taylor, Stephanie. Ed. Ethnographic Research: A Reader. Sage Publications, 2002
Session 2: Thursday, 29 September
Theories on Social Organization and Classic Studies on Japanese Society
The knowledge of intercultural management theories is useful in understanding social organizations of an unfamiliar culture. Based on Nancy Adler’s work, the class will review organizational dimensions of difference in order to understand the influence of cultural differences on organization. In conducting an ethnographic research on Japanese social organizations, some key concepts discussed in the classic studies on Japanese society can provide the researcher with valuable clues.
Amae 甘え/ Giri 義理、Ninjyo 人情/ On 恩/ Enryo 遠慮/ Uchi 内/ Soto 外/ Omote 表/ Ura 裏/
Senpai 先輩、Kohai 後輩/
Assignments Due:
1) Profile of Organization & Description of Placement
2) Field Placement Agreement
3) Cultural Learning Journal #1
Required Reading:
Adler, Nancy J. “How Do Cultural Difference Affect Organizations?” International Dimensions of Organizational Behavior. 4th ed., South-Western, 2002: 45-72.
Nakane, Chie. "The Internal Structure of the Group." Japanese Society. Charles E. Tuttle Company, Inc. 1973: 24-66.
Kono, Toyohiro and Clegg, Stewart. “The Context of Japanese Management.” Trends in Japanese Management: Continuing Strengths, Current Problems and Changing Priorities. PALGRAVE. 2001:1-42
Tenhover, Gregory R. "Differences in Our Heart and Minds." Unlocking the Japanese Business Mind. Transemantics, Inc. 1994: 59-98
Okano, Kaori and Tsuchiya, Motonori “Analytical Frameworks: Schooling and Society” Education in Contemporary Japan: Inequality and Diversity Cambridge University Press. 1999: 1-11
Suggested Reading:
Benedict, Ruth. Chrysanthemum and the Sword. Meridian Books. 1967. Houghton Mifflin Company. 1989.
Doi, Takeo. "The World of Amae." The Anatomy of Dependence. Kodansha International. 1973: 28-64.
Rohlen, Thomas. “The Basic Form of the Company.” For Harmony and Strength. University of California Press, 1974:13-33.
Kato, Hiroki & Joan Kato. “From Amae to Tatemae.” Understanding and Working with Japanese Business World. Prentice Hall, 1992:17-28.
Trompernars, Fons. “The Group and the Individual.” Riding the Waves of Culture: Understanding Cultural Diversity in Business. Nicholas Brealey Publishing, 1993:47-62.
Zimmerman,Mark. “Four Essential Concepts: Nintai, Kao, Giri, On.” How to do Business with the Japanese: A Strategy for Success. Charles. E Tuffule Company, 1985: 64-74.
_. “The Network that Binds: Ningen Kankei.” How to do Business with the Japanese: A Strategy for Success. Charles. E Tuffule Company, 1985: 64-74.
Peak, Lois. “Goal of Preschool Education.” Learning to Go to School in Japan: The Transition from Home to Preschool Life. University of California Press, 1992:63-75.
“Daily Activities and Routines.” Learning to Go to School in Japan: The Transition from Home to Preschool Life. University of California Press, 1992:76-100.
Kono, Toyohiro and Clegg, Stewart. “The context of Japanese Management” Trends in Japanese Management: Continuing strengths, current problems and changing priorities. Palgrave, 2001:1-42
Matsunaga, Louella. “The Changing Face of the Japanese Company.” The Changing Face of Japanese Retail: Working in a Chain Store. Routledge, 2000:1-11.
“Harmony and Consensus? Employee Relations in the Workplace.” The Changing Face of Japanese Retail: Working in a Chain Store. Routledge, 2000: 79-96.
Session 3: Thursday, 13 October Interaction, Communication and Decision Making in Social Organization
Members of each social organization have their unique patterns of interaction and communication. Yet, the interaction practices and communication styles of the members are often a reflection of the larger culture the organization is nestled in. The class will compare communication patterns in Japan and the United States, and how these differences are attributed to the concept of self, ethics, and ideal social relations in respective society. We will also look at decision making processes as one example of communication patterns.
Ningen Kankei 人間関係/ Omoiyari 思いやり、Enryo 遠慮/ Nemawashi 根回し/ Ringi 稟議/ Honne 本音,
Tatemae 建前/
Assignments Due:
1) Cultural Journal #2
2) Research proposal
Discussion Question: How do people interact with each other in your field placement organization? What are common communication styles that you find? How do they differ from styles of communication typically observed in the States? What kind of information do they share and how? How are decisions made among members of the organization? What are the Informal/formal channels of communications/ decision making process observed? Describe some of the communication gaps you encountered in your field placement or with your home-stay family. Contemplate the sources of miscommunication.
Required Reading:
Ramsey, Sheila J. “Interactions between North Americans and Japanese: Considerations of Communication style.” Basic Concepts of Intercultural Communication. Ed. Bennett., Milton J., Intercultural Press, 1998: 111-130
Kopp, Rochelle. “Participating in Japanese Style Decision Making.” The Rice-Paper Ceiling: Breaking Through Japanese Corporate Culture. Stone Bridge Press, 1994: 141-151.
Goldman, Alan. "Japanese Public and Private Communication." Doing Business with the Japanese: A Guide to Successful Communication, Management, and Diplomacy. State University of New York Press, 1994: 239-244.
Kelly, William. “Applying a Critical Metatheoretical Approach to Intercultural Relations: The Case of US-Japanese Communication.” The Global Intercultural Communication Reader. Ed. Asante, Molefi K, Miike, Yoshitaka and Yin, Jing. Routledge 2008: 263-279
Ting-Toomey, Stella. "Cross-Cultural Verbal Communication Styles." Communicating Across Cultures. The Guilford Press, 1999: 100-113.
Yamada, Haru. “Speak for Yourself, Listen to Others.” Different Games, Different Rules. Oxford University Press, 1997:37-51.
Suggested Reading:
Condon, John C. “ Interaction: Behavior, Reactions, and Interpretations.” With Respect to the Japanese. Intercultural Press, 1984: 35-59.
Nishiyama,Kazuo. “Decision Making in Japanese Business Organizations.” Doing Business with Japan: Successful Strategies for Intercultural Communication. University of Hawaii Press, 2000:117-133.
Lebra, Takie Sugiyama. “Culture, Self, and Communication in Japan and the United States.” Communication in Japan and the United States. Ed. William B Gudykunst. State University of New York Press, 1993:51-87.
_. “Nonconfrontational Strategies for Management of Interpersonal Conflicts” Conflict in Japan. Ed. Ellis S Krauss, Thomas Rohlen, Patricia G. Steinhoff. University of Hawaii, 1984: 41-60.
Hall, Edward T. & Mildred Reed Hall. “High and Low Contexts: How Much Information is Enough?” Hidden Differences: Doing Business with the Japanese. Anchor Books Doubleday, 1987: 7-11.
Yamada, Haru. “Taking Care of Business.” Different Games, Different Rules. Oxford University Press, 1997:53-69.
Gudykunst, William and Tsukasa Nishida. “Interpersonal and Intergroup Communication in Japan and the United States.” Communication in Japan and the United States. Ed. William B Gudykunst. State University of New York Press, 1993:149-214.
Stewart, Lea P. “Organizational Communication in Japan and the United States.” Communication in Japan and the United States. Ed. William B Gudykunst. State University of New York Press, 1993:215-247.
Session 4: Thursday, 27 October
Individual conference (Schedule is TBA)
Discuss research paper with the instructor (by appointment)
Session 5: Thursday, 10 November
Gender Relations and the Japanese Sense of Identity
Every culture defines gender role expectations with its unique logic. Sometimes, for a non- native to the culture, the gender role is an aspect of social organization most difficult to understand, accept, and/or participate in. In this session, we try to see Japanese gender roles from the native's point of view(s) first. We then seek to look beyond the normative gender role expectations and how the expectations are resisted and challenged. We will also explore the Japanese sense of ethnic and national identity and the illusion of Japanese homogeneity. Our discussion includes position of ethnic minorities and the social organization of Japan with respect to issues of cultural diversity and internationalization. Students are encouraged to employ comparative perspective in approaching to the issues of ethic relations in Japan with that of their society.
Assignments Due:
1) Cultural Journal #3
Discussion Questions: Observe what kinds of tasks and roles are shared and differentiated between male and female workers and how their interactions tell you about appropriate male and female behaviors. Or can you find some behaviors that you may think “deviate” from what you perceived as “ideal” gender roles in Japan?
Describe some of the experiences or events that you felt particularly being treated as gaijin. Can you think any instance that you felt being treated “insider”? Prepare to discuss how the Japanese attitude toward cultural diversity differ/similar to the one of your society.
Required Reading:
Rosenberger, Nancy. “No Self, True Self, or Multiple Selves?” Gambling with Virtue: Japanese Women and the Search for Self in a Changing Nation. University of Hawaii Press, 2001: 214 – 232
Kashiwagi, Akiko. “Japan： Devoted Dads – the redoubtable salaryman is seeking a more balanced life. Hellish hours at work are out. Family life is in.” Newsweek Nov. 27, 2006 http://www.newsweek.com/id/44497
Sugimoto, Yoshio. “Minority Groups: Ethnicity and Discrimination.” An Introduction to Japanese Society. Cambridge University Press, 2003 183-211
Okano, Kaori and Tsuchiya, Motonori. “Students’ Experience of Schooling, Part 2: Minorities.” Education in Contemporary Japan. Cambridge University Press, 1999: 110-140
Lie, John. “Modern Japan, Multiethnic Japan.” Multi-Ethnic Japan. Harvard University Press. 2001: 83-110
. “Genealogies of Japanese Identity and Monoethnic Ideology.” Multi-Ethnic Japan. Harvard University Press. 2001: 111-141
Suggested Reading:
Iwao, Sumiko. “Marriage and the Family.” The Japanese Women: Traditional Image & Changing Reality. Harvard University Press, 1993: 59-93.
Mathews, Gordon. “Can ‘a real man’ live for his family? Ikigai and masculinity in today’s Japan.” Men and Masculinity in Contemporary Japan: Beyond the Urban Salaryman Model. Ed. James Roberson and Nobue Suzuki. Routledge, 2002: 109-125.
Kawashima, Yoko. “Female Workers: An Overview of Past and Current Trends.” Japanese Women: New Feminist Perspectives on the Past, Present, and Future. Ed. Kumiko Fujimura-Fanselow and Atsuko Kameda. The Feminist Press, 271-294.
Bishop, Beverly. “The Diversification of Employment and Women’s Work in Contemporary Japan.” Globalization and Social Change in Contemporary Japan. Ed. J.S.Eades, Tom Gill, and Harumi Befu. Trans Pacific Press, 2000:93-109.
Ogasawara, Yuko. “The Japanese Labor Market and Office Ladies.” Office Ladies and Salaried Men: Power, Gender and Work in Japanese Companies. Berkeley: University of California Press, 1998: 17-43.
Gill, Tom. “Introduction.” Men of Uncertainty: The Social Organization of Day Laborers in Contemporary Japan. State University of New York Press, 2001: 1-12
Yoshimura, Noboru & Philip Anderson. “The Making of a Salaryman.” Inside the Kaisha: Demystifying Japanese Business Behavior. Harvard Business School Press, 1997: 14-31.
“End of two-track system no help to women” The Japan Times (10/24/2003) http://www.japantimes.co.jp/cgi-bin/getarticle.pl5?nn200310245b5.htm
Creighton, Mille. “Soto Others and Uchi Others: Imaging Racial Diversity, Imagining Homogeneous Japan.” Japan’s Minorities: The Illusion of Homogeneity. Michael Weiner, Ed. Routledge, 1998: 211-238.
McCormack, Gavan. “Kokusaika: Impediments in Japan’s Deep Structure.” Multicultural Japan: Paleolithic to Postmodern. Donald Denon, Ed., Cambridge University Press, 1996: 265-286.
Fukuoka, Yasunori. “Introduction: Japanese and Non-Japanese.” Lives of Young Korean in Japan. Transpacific Press, 2000.
Hendry, Joy. “Sources of Japanese Identity: Historical and Mythological Foundation of Japan.” Understanding Japanese Society. Routledge, 1995: 5-21.
Kearney, Reginald. “ Shockwaves Out of Japan.” African American Views of the Japanese: Solidarity or Sedition. Alban: State University of New York, 1998: 128-148, 149-161.
Roth, Joshua Hotaka. Brokered Homeland: Japanese Brazilian Migrants in Japan. Cornell University Press, 2002.
Weiner, Michael, Ed. Japan’s Minorities: The Illusion of Homogeneity. Routledge,1998.
Sellek, Yoko. “Nikkeijin: The Phenomenon of Return Migration.” Japan’s Minorities: The Illusion of
Homogeneity. Michael Weiner, Ed. Routledge, 1998: 178-210.
Session 6 & 7: Thursday, 1 & 8 December
Presentation of the research paper & Course Evaluations
This is a chance for you to present your research paper on your field placement experience. In addition, the knowledge you have gained through course readings, outside research, and class discussions should be fully utilized. Although the academic quality of the presentation needs to be high, students are encouraged to take a creative, entertaining, as well as an educational approach in their presentation style. The group members and the presentation topic should encourage class discussion and interest. All presentation topics must be discussed with the course instructor by 17 June. Each student will have between 15-20 minutes for the presentation (depending on number of presenters) and should use visual aids and other media. The presentation session will be open to the IES staff members and associates.
Assignments Due:
1) Reflection letter to the host organization
Field Placement Portfolio (Ethnographic Record)
The Field Placement Portfolio will help you assume responsibility for analyzing, managing, and synthesizing your learning in the seminar and the field placement experience. Goals inherent in the portfolio design will serve as a framework for organizing, reflecting, assessing, documenting and linking course content with individual field placement experiences.
While you are encouraged to take a creative approach to developing your portfolio presentation, required components for every portfolio are listed below and are to be arranged as such. Previous students have used considerable Japanese in their portfolios and have also included reference letters from field placement supervisors and other documentation prepared by the student during the placement.
(Previous students portfolios are on reserve in the IES Center.)
① Title Page 表紙
② Table of Contents (with page numbers) 目次(ページ番号)
③ Profile of Organization 企業・団体のプロフィール
④ Description of Placement 学生の仕事内容
⑤ Research Proposal 研究計画
⑥ Culture Learning Journal (Titled, Entries #1-4) 文化学習ジャーナル
⑦ Final Paper/ Topic Oriented Ethnography 最終論文
Due: The portfolio is due by 8 December. No late portfolios are accepted. Late submissions will adversely affect your final grade.
Form of Assessment: The portfolio grade (50% of total course grade) is based upon Quality of Insight and Analysis (25%); Organization, Clarity, Effective Communication (10%); and Required Components/ Fulfillment of Assignment (15%).
Portfolio Description
① TITLE PAGE
An acceptable title page will include the date, name of course and course instructor, name of field placement organization, and the student name.
② TABLE OF CONTENTS (1 PAGE)
Please be sure to list your appendices and other attachments.
③ PROFILE OF ORGANIZATION (1 PAGE)
Please write (in your own words) a brief introductory profile of your field placement organization. You may want to consider the following questions for reflection:
If available, please attach an organizational brochure and the business card(s) of your principle contact(s).
④ DESCRIPTION OF PLACEMENT (1 PAGE)
Please write in one page or less a description of your field placement assignment. You may want to consider the following questions for reflection:
think are being made of you?
If possible, please attach a photo or two taken at your field placement and preferably of you interacting with colleagues.
⑤ Research Proposal (1 – 2 PAGES)
Focus on one or more aspects of Japanese organizations and propose a topic or issue that you would like to explore during the field placement. Select a specific topic related to your field placement experience that interests you and something you wish to explore in greater depth. For example, a
student with an education placement may choose to write on a topic such as the mainstreaming of mentally handicapped students in Japan. A student in a corporate or business placement may choose to write about generational differences within the Japanese work force. The proposal should include the methods you would employ in order to approach the issue or to get the information, such as
observation, ethnographic interviews, additional reading, oral presentations, etc.
⑥ CULTURE LEARNING JOURNAL (FOUR ENTRIES, 3-5 PAGES EACH)
In addition to field notes that come directly from observing and interviewing, ethnographers should always keep a journal. The Culture Learning Journal is designed to capture a process of culture learning organized around experience and reflection.
Cultural Journal #1 - #3
1. Record an interesting, puzzling, irritating or an otherwise significant occurrence at your field placement. Please keep in mind that you are doing more than merely recording events, but are
engaging in a form of ethnographic research that will ultimately open a channel for more systematic engagement with Japanese culture.
2. As a participant observer engaged in ethnographic research, here is the place to record initial
analyses of cultural meanings, interpretations and insights into the culture studied. You are encouraged to analyze the experience in terms of your current level of understanding Japanese social organization and offer interpretations for the cultural forces shaping those events. What cultural assumptions are people in your field placement using to organize their behavior and interpret their experience? What meanings do the interactions have for them?
The course instructor will reflect back on the themes students seem to be exploring and as possible, will suggest additional approaches for data collection and interpretation.
Cultural Journal #4 – Reflection of Cultural Journal #1-3
Re-examine the experience. Has your interpretation changed? Record the changes. What helped you to learn more about the experience? This reflection will allow you to move from focusing on
particular events towards reviewing your reasons for thinking, feeling and believing in responses to
significant new experiences. This process will also allow you to take into account the personal biases and feelings that filter your understanding of Japanese social organization. You are strongly
encouraged to use outside sources which may include library research and course readings, post- experiences, ethnographic interviews, cultural informants, etc.
All journal entries are to be typed using A4 size paper, 1.5 - 2.0 spaced, and void of grammatical and typographical errors. You are to make proper citations when using secondary research. As with all portfolio entries, you should keep in mind that you are writing both for yourself and for the
instructor, who has not shared the experience. Therefore, both what has occurred and what has been
learned must be clearly conveyed.
⑦ FINAL PAPER/ TOPIC ORIENTED ETHNOGRAPHY (4-6 PAGES)
Ideally, the final paper should be based on the research proposal you submitted in the beginning of the semester.
An academic paper in nature, the final paper is to be typed using A4 size paper, 1.5 - 2.0 spaced, and void of grammatical and typographical errors. You are encouraged to use sources from the course, your field placement and incorporate research from outside sources. All sources must be cited using a commonly accepted citation style such as MLA, APA, or Turabian.
Previous final paper topics have included:
Noriko Tada earned a Master in International and Intercultural Management from School for International Training, Vermont, US. She is IOA certified organizational ombudsperson and a member of International Ombudsman Association (IOA). She is also an intercultural consultant and trainer.