“Diversity” and “Security” in Higher Education in Late Modern Society

Abstract

　 The purpose of this article is to investigate inclusion and exclusion in Japanese higher education and to propose a research agenda for contemporary Japan’s higher education system. This study specifically focuses on the status of students and faculty members in Japanese higher education with immigrant backgrounds.

　 First, after reviewing two types of inclusion-normal inclusion and emergent inclusion―I highlight that while higher education institutions have often taken the most progressive stance in terms of normal inclusion, they have produced relatively poor outcomes in emergent inclusion compared to elementary and secondary education. I then examine practical reports from high school teachers who are dedicated to guiding immigrant students toward college entrance, demonstrating that even these committed teachers may unintentionally exclude certain groups of students.

　 Next, by introducing the key concept of security to explain the expansion of educational opportunities, I show that higher education institutions significantly influence lower-level educational institutions that support immigrant children, contributing to the overall security of society.