Researchers have identified certain shortcomings in multicultural education in Japanese public schools, particularly in relation to children with diverse cultural and linguistic backgrounds. While there is an emphasis on supporting Japanese language instruction and equal treatment with mainstream students, there is a lack of attention to the cultural and religious differences and needs that may hinder children’s integration into the school environment. Despite this observation, there is limited research on practical strategies to address these issues. This paper evaluates multicultural education on two fronts: first, through the observation of teaching practices for children with foreign roots at a Higashi-Hiroshima elementary school, and second, by examining teacher training at a national university in the same city. The study highlights deficiencies in teachers’ diversity approaches, particularly their lack of experience in dealing with differences. It proposes that integrating practical group activities aimed at promoting awareness of diversity, e.g., religious differences into multicultural teacher education strategies can significantly reshape teachers’ perceptions and attitudes toward different cultures.
Tinka Delakorda Kawashima (Mon,) studied this question.