Category: Featured appearances

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Mixed-heritage Indonesian-Japanese youth: Growing up in transnational educational spaces

Indonesia Council Open Conference, 25-27 September 2023, Sydney

You can find the abstract, slides, article and additional reading below for a paper presented online for the Indonesia Council Open Conference (ICOC), 2023 as part of Panel 2.06 – Going Global: Transnationalism and Indonesia (Click here to join online).

Links to all other panels of the conference are available in the program booklet downloadable from the conference website.

Panel details

Panel 2.06 – Going Global: Transnationalism and Indonesia
Tuesday 26 September, 14:00–15:30 AEST (Sydney) – Join online

  • From Scout to Soldier: Transnational Youth Culture and the Shaping of Indonesian Pemuda
    Mr Jonathan Tehusijarana
  • Colonial Connections in the 21st Century: Indonesia, the Netherlands, Australia
    Ms Jorien van Beukering
  • Mixed Heritage Indonesian-Japanese Youth: Growing Up in Transnational Educational Spaces
    Dr Danau Tanu
  • Indonesian ‘Host’ Experiences of Australian Study Abroad Programs in Yogyakarta, Bandung and Jakarta
    Mr Nurfitra Asa, Ms Elena Williams

Paper abstract

Mixed Heritage Indonesian-Japanese Youth: Growing Up in Transnational Educational Spaces
Danau Tanu

This paper explores the experiences of young adults of mixed Indonesian and Japanese heritage in the context of the cultural legacy of Japanese imperialism in Asia and the contemporary regional socio-economic hierarchy. Many Indonesian-Japanese youth attend a mixture of educational institutions in Indonesia that include local schools, (overseas) Japanese schools, and/or English-medium ‘international’ schools. In each type of school, their Indonesian-Japanese heritage carries a different meaning depending on the transnational discourses that are at work on campus and whether the school’s dominant culture perceives Indonesia and/or Japan as inferior or superior. In response, the Indonesian- Japanese youth will at times perform Japaneseness while downplaying their Indonesianness or perform bicultural competence. The strategies they employ can result in ambivalent feelings about their heritage and a painful distance from their Indonesian mothers. Despite growing up in Indonesia, Indonesia’s positioning ‘in the world’ strongly influences their everyday lived experiences. 

Article

The paper is based on the article ‘Are hafus “dirty” or “special”? Negotiating mixed-race identities among Japanese-Indonesian youths in Indonesia’ and new data of my current research.

CLICK TO READ ARTICLE

Slides

You can download the slide deck below as a PDF file.

CLICK TO DOWNLOAD SLIDES

Additional reading

Some of the data in this paper has been published as part of a larger doctoral project in Growing Up in Transit: The Politics of Belonging at an International School (2018,2020). The ethnographic data was collected in Indonesia.

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A Two-Way Street: Creating an INTER-national school community

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Content:

  • Feedback form
  • Workshop description
  • Slide deck
  • Follow up on workshop discussions (about student names and translation for parents)
  • Resources mentioned in the session
  • Additional resources
Photo of a two way street with arrows pointing in each direction.
Photo by Marissa&Eric on Unsplash.

Session description

What does the “inter-nation(al)” in “Seisen International School” mean? In particular, what does it mean today when international schools have increasing numbers of local and foreign students who do not come from English-speaking families?

This session is designed to help participants think about what it means to be “international” from the perspective of I-DEA (inclusivity via diversity, equity and anti-racism).

It will use an updated version of the concept of “third culture kids” to help participants understand the international school experience from the perspective of students of different racial, cultural and linguistic backgrounds. The session will also consider the perspectives of both the “movers” and the “stayers.”

Understanding the student perspective will help uncover the unconscious biases that can affect the way we engage with students, implement our language policies on campus, or design our curriculum. Ultimately, the aim is to help enhance our ability to create a more intentionally inclusive environment on our campuses.

Objectives

  • To understand the impact of the international school culture on student identity, culture and language
  • To understand how (unconscious) cultural biases influence the way we engage with students
  • To learn new ways to interpret and engage with the international school culture and to help students feel seen

Slides

The slide deck from the session is available in PDF format below.

DOWNLOAD SLIDES

Follow up on workshop discussion

  1. Student names: There was some discussion about whether or not we should pronounce student names in their original language or with an English inflection. However, the main point is not about the adults deciding which pronunciation is better. Instead, it is about showing interest in the child and giving them a chance to choose how they want to be called rather than imposing our choices of names on them.
  2. Translation for parents: There was a question about whether or not written communication for parents should be translated. In principle, I believe they should be translated, especially into the local language(s). I have also checked and found out that it is now common practice for international schools to provide translations for parents in the local language(s) and other languages used by large numbers of parents.

Resources from the session

Growing Up in Transit: The Politics of Belonging – Danau Tanu (2018, 2020)

Racism in international education. Growing Up in Transit - in paperback poster

Third Culture Kids: Growing Up Among Worlds, 3rd Edition – Pollock, Van Reken & Pollock (2017). (Click here for Japanese translation or English webpage.)

『サードカルチャーキッズ国際移動する子どもたち』　著者：デビッド・C. ポロック、 ルース＝ヴァン・リーケン 、マイケル・V. ポロック 著　嘉納もも、日部八重子、峰松愛子 訳

Book covers of Third Culture Kids and the Japanese translation

The Global Nomad’s Guide to University Transition (2nd Ed.) – Tina Quick (2022).

Additional resources

Families in Global Transition (FIGT), Japan Affiliate – Saeko Mizuta and Aiko Minematsu run bilingual Japanese and English events for TCKs in Tokyo and online.

TCK Workshop – bilingual tutoring services in Japanese and English for Third Culture Kids (or returnee students / kikokushijo / kikokusei 帰国生 or overseas children / kaigaishjo 海外子女 ).

The traumatizing gift: A global childhood – Saeko Mizuta, TED talk.

Inclusion via Diversity, Equity & Anti-Racism Foundation Workshop by Council of International Schools (24-26 October 2023)

Social media poster for I-DEA workshop by Council of International Schools in October 2023

Alien Citizen: An Earth Odyssey – An award-winning film by Elizabeth Liang. Read the film review.

Poster: Hapalis Prods presents Elizabeth Liang's Alien Citizen: An Earth Odyssey. Directed by Sofie Calderon. Photo of Liang in black shirt and pointing. Logos of three awards.

TCKs of Asia live forums & podcast.

TCKs of Asia w team profile pics

Tanya Crossman is author of Misunderstood: The Impact of Growing Up Overseas in the 21st Century. See website. 

Safe Passage: How mobility affects people & what international schools should do about it – Doug Ota (2014).

For more resources, see here or Tanya Crossman’s list of recommended resources.

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What’s the real problem? Can you see it?

CIS I-DEA FOUNDATION WORKSHOP: KEYNOTE DAY 3
13-15 SEPtember 2022.

This is the e-handout for the Keynote for Day 3 of the CIS Inclusion via Diversity, Equity & Anti-Racism Foundation Workshop held on 13-15 September 2022.

It includes the resources mentioned in the presentation, slide deck, and additional resources.

Poster: Keynote Speaker. What's the real problem? Can you see it? Dr. Danau Tanu, Japan Foundation Research Fellow, Waseda University, Japan

Description

Racism affects all students. We are all complicit in it. But how? In this keynote, I am inviting you to engage in a paradigm shift that will help reveal the way structural racism infiltrates the student experience—even in areas that may seem unrelated.

The ‘hidden curriculum’ often obscures the ‘real’, underlying issues in areas such as international transitions (including repatriation), student engagement, school-parent relations, campus social life, academic learning, and so on.

I hope that this keynote will help us see old problems in new ways and be better equipped to support students.

Aims

To challenge us to think of old ‘problems’ in new ways by:

  • rethinking the frameworks we use to analyse ‘problems’
  • ensuring fairness in the way we use these frameworks or categories
  • understanding that it is okay to address ‘the ugly’ in our hearts
  • understanding that racism affects all students
Image of an iceberg. The tip is above the water surface but most of it is submerged. The tip is labeled 'International mindedness' and the submerged portion is labeled 'hidden curriculum'
The Hidden Curriculum. Adapted from graphics designed by Mifune Takashi at irasutoya.com. Graphics copyright: Mifune Takashi.

Slide deck

The slide deck from the workshop is available in PDF format.

DOWNLOAD SLIDES

Resources

The resources mentioned in the keynote address are listed below in order of appearance.

Main text: Growing Up in Transit: The Politics of Belonging at an International School. Danau Tanu, 2018. 

Racism in international education. Growing Up in Transit - in paperback poster

Third Culture Kids: Growing Up Among Worlds, 3rd Edition. David Pollock, Dr. Ruth E. Van Reken and Michael Pollock, 2017.

Safe Passage: How mobility affects people & what international schools should do about it. Doug Ota, 2014.

Misunderstood: The Impact of Growing Up Overseas in the 21st Century. Tanya Crossman, 2016. See also www.tanyacrossman.com

Alien Citizen: An Earth Odyssey – An award-winning film by Elizabeth Liang.

Poster: Hapalis Prods presents Elizabeth Liang's Alien Citizen: An Earth Odyssey. Directed by Sofie Calderon. Photo of Liang in black shirt and pointing. Logos of three awards.
Alien Citizen by Elizabeth Liang

‘Third Culture Kids: The Return Home’ by Tim Brantingham in Sandwich Parenting.

Additional resources

TCKs of Asia live forums & podcast.

TCKs of Asia w team profile pics

For more resources, see here.

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What’s the real problem? Can you see it?

CIS I-DEA foundation workshop: keynote day 3

This is the e-handout for the Keynote for Day 3 of the CIS Inclusion via Diversity, Equity & Anti-Racism Foundation Workshop held on 17-19 March 2022.

It includes the resources mentioned in the presentation, slide deck, and additional resources.

Poster: Keynote Speaker. What's the real problem? Can you see it? Speaker bio. Dr. Danau Tanu

Description

Racism affects all students. We are all complicit in it. But how? In this keynote, Dr. Danau Tanu challenges us to a paradigm shift that lays bare the way structural racism infiltrates the student experience even in areas that seem unrelated.

She shows how the ‘hidden curriculum’ can obscure the real, underlying issues in areas such as international transitions (including repatriation), classroom engagement, campus social life, academic learning, and so on.

Her keynote will help us see old problems in new ways and be better equipped to support students.

Aims

To challenge us to think of old ‘problems’ in new ways by:

  • rethinking the frameworks we use to analyse ‘problems’
  • ensuring fairness in the way use these frameworks or categories
  • understanding that it is okay to address ‘the ugly’ in our hearts
  • understanding that racism affects all students
Image of an iceberg. The tip is above the water surface but most of it is submerged. The tip is labeled 'International mindedness' and the submerged portion is labeled 'hidden curriculum'
The Hidden Curriculum. Adapted from graphics designed by Mifune Takashi at irasutoya.com. Graphics copyright: Mifune Takashi.

Slide deck

The slide deck from the workshop is available in PDF format.

DOWNLOAD SLIDES

Resources mentioned

The resources mentioned in the keynote address are listed below in order of appearance.

Main text: Growing Up in Transit: The Politics of Belonging at an International School. Danau Tanu, 2018. 

Racism in international education. Growing Up in Transit - in paperback poster

Third Culture Kids: Growing Up Among Worlds, 3rd Edition. David Pollock, Dr. Ruth E. Van Reken and Michael Pollock, 2017.

Safe Passage: How mobility affects people & what international schools should do about it. Doug Ota, 2014.

ISC Research: The international school student profile – The 2021 Report

Misunderstood: The Impact of Growing Up Overseas in the 21st Century. Tanya Crossman, 2016. See also www.tanyacrossman.com

‘Third Culture Kids: The Return Home’ by Tim Brantingham in Sandwich Parenting.

Additional resources

TCKs of Asia live forums & podcast.

TCKs of Asia w team profile pics

For more resources, see here.

Postscript

Someone asked during the live keynote session: ‘What is inspiring you these days?’ A: I’ve been taking a lot of inspiration from this.

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Creating an Inclusive International Curriculum

25 November 2021 – This is an online handout for Training 2 for the International School of Geneva.

  • What does creating a truly inclusive international curriculum look like?
  • How can we ensure the curriculum helps students feel ‘seen’?
  • How do we decolonise the curriculum?

Slides

The slide deck from ‘Training 2: Creating an Inclusive International Curriculum’ is available in PDF format.

DOWNLOAD SLIDES

Past session – Training 1: TCKs & Diversity

If you missed it, see the online handout (August 2021)

Optional readings

These three short, easy-to-read articles offer a brief introduction to the core topics.

These articles include extracts from Growing Up in Transit: The Politics of Belonging at an International School. You can also download the free introduction.

Self-reflexivity. Photo of a person in a forest holding a mirror – from Unsplash

Resources from the session

I mentioned other resources during the presentation but I’ve only included those that are most relevant for international educators or are easy to read/watch. The more subject specific resources can be found on the slides for those interested.

Third Culture Kids: Growing Up Among Worlds, 3rd Edition – Pollock, Van Reken & Pollock (2017)

Growing Up in Transit: The Politics of Belonging – Danau Tanu (2018, 2020)

Decolonising Education: From Theory to Practice – A free and easy-to-do online course offered by the University of Bristol. It includes subject specific discussions. (RECOMMENDED)

Reflexivity in Anthropology – a summary

Edward Said on Orientalism (video)

Review of Nurturing Indonesia: Medicine and Decolonisation in the Dutch East Indies (2018) in New Mandala.

Learning to Labour: How working class kids get working class jobs – Paul Willis (1977)

The Global Imaginary of International School Communities – Heather A. Meyer (2021)

Representation Matters: Why Students Need to See Themselves in Your Classroom – in ReadTheory

Why Representation in Classroom Books is Important: Culturally Inclusive Books – Valentina Gonzalez (2019)

Tanya Crossman is author of Misunderstood: The Impact of Growing Up Overseas in the 21st Century and expert on TCKs who shared the story about the Polish student with me. See her website and list of recommended resources.

Concepts

Self-reflexivity
  • Context
  • Positionality
  • Objectivity
Essentialism
  • Am I prescribing immutable descriptions to people groups?
Dichotomous analyses
  • Am I prescribing immutable differences between people groups?
Interconnectivity – of events happening at the same time
  • How are events that occur in different parts of the globe interlinked?
  • What does the same event look like from a different perspective?
Continuity
  • How are the past & present interlinked?
  • What are the cultural legacies of colonialism?
  • How do they appear today?
Power relations
  • Whose perspective does it represent?
  • What is their relation to the historical, social and cultural context?
  • Do they benefit from it?
  • Whose perspective is missing in relation to power?
Mirror
  • (See this article)
  • Who is missing?
  • Can students see themselves in the curriculum?
  • Can they relate to the reflection that they see?
  • Does the reflection they see build and empower them?

Summary questions

  • What is the historical, social and cultural context of the material? How does that influence the way we present the material?
  • Whose perspective is being represented?
  • Will students feel ‘seen’? Will they feel empowered?
  • Who is missing? Why?

Additional resources