抄録
This study examines issues peculiar to international appreciation activities often held in elementary and middle schools in Japan. Specifically, this research explores how such activities, which often reinforce stereotypical beliefs about cultural or national similarities and differences, can be transformed through programming that emphasizes individual experiences and perspectives rather than generalities such as country, ethnicity, or status (“international student”). Such activities could also entail an opportunity for self-conscious reflection by the Japanese student participants.
