Co-Creating Ibasho at a Part-Time High School in Tokyo: Affirming Immigrant Students' Lives through Extracurricular Activities

Author:

Tokunaga Tomoko1

Affiliation:

1. University of Tsukuba, Faculty of Human Sciences

Publisher

Japanese Educational Research Association

Reference41 articles.

1. Abiru, K. (2012). “Ibasho” no hihanteki kento (Critical analysis of “ibasho”). In H. Tanaka & K. Hagiwara (Eds.), Wakamono no ibasho to sanka: Youth work ga kizuku aratana shakai. (Ibasho for youth and youth participation: New society developed through youth work) (pp. 35-51). Tokyo: Toyokan (Japanese).

2. Anzaldúa, G. (1987). Borderlands la frontera: The new mestiza (1st ed.). San Francisco: Aunt Lute Books.

3. Araya, S. (2012). Ibasho wo umidasu “shakai” no kochiku (Creating a “society” where Ibasho emerges). In H. Tanaka & K. Hagiwara (Eds.), Wakamono no ibasho to sanka: Youth work ga kizuku aratana shakai. (Ibasho for youth and youth participation: New society developed through youth work) (pp. 231-247). Tokyo: Toyokan (Japanese).

4. Cammarota, J., & Fine, M. (Eds.). (2008). Revolutionizing education: Youth participatory action research in motion. New York; London: Routledge.

5. Cave, P. (2004). “Bukatsudō”: The educational role of Japanese school clubs. Journal of Japanese Studies, 30(2), 383-415.

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