Foregrounding my research focus Sample Clauses

Foregrounding my research focus. The main focus of my research is the Anglo-Japanese young people (A-Js) attending the London Hoshūkō (Japanese Saturday school) because I wanted to investigate a wider spectrum of young people than my two sons. The reason for researching Japaneseness is as the parent of two Anglo-Japanese sons I am dissatisfied with the fixed biological notion of Japaneseness as promulgated by the ideologies of Nihonjinron (see chapter 1) as it excludes the A-Js who are living in urban areas in Britain. It is my aim to problematise such a notion of Japaneseness as well as the black/white mixed category, which has dominated the literature on mixed ethnicities in Britain (Aspinall and Song, 2013). This is because: ‘Black’ juxtaposed to ‘white’, does not easily accommodate individuals who are of mixed descent, or who are bi-cultural and suggest too unitary an experience of ethnic minority (Xxxxxx and Song, 1995, p. 242). Xxx (2006, p. 473) sought to ‘challenge existing ways of theorizing and understanding ‘race’ ’ and my research attempts to do this in relation to Japan’s dominant Nihonjinron ideology. I investigated the A-Js self-representations of Japanese language and cultural practices because I regard them as strong markers of their ethnicities. This was the result of a concentrated piece of ethnographically informed fieldwork from September 2008 to July 2011 which took place mainly inside Hoshūkō. My research investigated the following: 1) how the category Anglo-Japanese challenges biologically racialised notions of Japaneseness, 2) how the A-Js manage their participation in the educational practices at Hoshūkō46 which tries to promote notions of Japaneseness in the Nihonjinron sense of the word, 3) how Anglo-Japanese young people are marked by notions of Japaneseness in their lives outside Hoshūkō, and 4) how the language use and cultural practices of the A-Js connect with widely circulating ideologies of Japaneseness. In order to research the ethnicities of the A-Js and without having a prescription of what I would find, I tried to put into operation a triangulated research method by drawing on the work of Xxxxxx (2006) and Xxx (2003). In order to generate data I used ethnographic tools (Green and Xxxxxx, 1997), including (1) participant observation (both in classrooms and in the library), (2) field notes,
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