Abstract
Nowadays, Japanese schools have become more transnationalized. The aim of this paper is to illustrate teachers’educational practices in a transnationalized Japanese school, based on fieldwork at the Japanese School of Guam. The results are threefold. Firstly, teachers have created transnational educational practices to cope with paradoxical situations such as “teaching children who have been living or will be living in Guam with the Japanese national curriculum.” They acquired a dual frame of reference—“Japan” and “Guam”—and developed educational practices taking both society and culture into consideration. Secondly, teachers also criticized their educational practices in Japan and the Japanese formal education system. Finally, at the same time, teachers were faced with difficulties in their transnational educational practices.
