Journal of Asian Multicultural Research for Educational Study

Living in Japan While Black: An Interpretative Phenomenological Analysis of the Black Experience in Japan during the Inception of the Black Lives Matter Movement

Yuima Mizutani, Claire Martin, David Sissac — Wed, 10 Jun 2026 00:00:00 +0000

Japan is a place that values collectivism and harmony; individuals who appear to be different can face challenges. Black individuals experience various challenges in society, including racial discrimination, systematic human rights violations, generational trauma, specifically Post Traumatic Slave Syndrome, racial trauma, historical trauma, and inequities in social determinants of health (SDOH) impacting various aspects of their lives. In this study, we used interpretative phenomenological analysis to examine the lived experiences of five self-identified Black participants who have lived in Japan during the Black Lives Matter (BLM) Movement in 2020, a time when race relations were at the forefront globally. Through this study, we attempted to reveal the impact of the BLM movement and how their racial identities are impacted by living in Japan. Some studies have examined the experiences of Black people in Japan, but there have been significant limitations in exploring this experience empirically and within the scope of the intersectionality theoretical framework. Our findings revealed three main themes and several sub-themes, which are discussed, including implications. This study and its results can lead to wider discussion among social justice advocates, including counselors and other mental health professionals, and stimulate the discussion in the community outside of Black individuals.

Language Policies and Teacher Strategies for Promoting Psychological Inclusiveness in the Diverse Classroom in Aba Education Zone

Thu, 09 Jul 2026 00:00:00 +0000

This study examined the influence of language policies on classroom inclusivity and the strategies employed by teachers to promote psychological inclusiveness in linguistically diverse secondary school classrooms in Aba Education Zone, Abia State, Nigeria. A descriptive survey design was adopted. Using stratified random sampling, 200 junior and senior secondary school teachers were selected. Data were collected via a structured four-point Likert-scale questionnaire and analyzed using descriptive statistics and inferential statistics (independent samples t-test; one-way ANOVA) at α = 0.05. Language policies exerted limited practical influence on psychological inclusiveness (cluster mean = 2.48), revealing a persistent policy-practice gap. Teachers nonetheless employed diverse inclusive strategies including differentiated instruction, code-switching, and culturally responsive pedagogy (cluster mean = 2.79). Key implementation barriers included inadequate training, resource deficits, and weak administrative support (cluster mean = 2.67). No statistically significant differences in inclusive strategy use were found by gender (t = 0.743, p = .458) or teaching experience (F = 1.032, p = .380). This study contributes empirical evidence on the disconnect between language policy intent and classroom reality in a linguistically complex Nigerian urban zone, offering actionable insights for policymakers, curriculum designers, and teacher educators.

Anthropology of Arabic Language Learning in the Academic Tradition of State Islamic Higher Education in South Sulawesi: An Anthropolinguistic Perspective

Muhammad Rusydi, Suhadi, Abd. Basir — Thu, 24 Sep 2026 00:00:00 +0000

This study aims to identify the anthropology of Arabic language learning in the academic tradition of state Islamic higher education in South Sulawesi from an anthropolinguistic perspective. As a qualitative study, the data were collected through interviews, observations, and literature review. The collected data were processed and analyzed through data reduction, data presentation, and verification/conclusion drawing. The research findings lead to the conclusion that Strengthening the anthropology of Arabic language learning within the scholarly tradition of state Islamic higher education in South Sulawesi shows that language functions not just as a tool for communication and knowledge transmission, but also as a space where knowledge, culture, social life, and Islamic values meet. This strengthening happens through three main aspects: strengthening the language through the study of texts and co-texts, strengthening culture by utilizing cultural context and material elements, and strengthening human life through social, situational, cultural, and ideological contexts. These three aspects are interconnected through the principles of connectedness, value, and sustainability. Thus, learning Arabic becomes more contextual, humanistic, and meaningful, while also reinforcing the state Islamic higher education scholarly tradition, which is open to cultural diversity, critical of reality, and oriented toward the sustainability of knowledge.