@article{oai:minpaku.repo.nii.ac.jp:00004502,
 author = {大森, 康宏 and Omori, Yasuhiro},
 issue = {3},
 journal = {国立民族学博物館研究報告, Bulletin of the National Museum of Ethnology},
 month = {Feb},
 note = {In the Japanese School in Paris, France, three groups of
pupils, distinguished by their different overseas experience, are
enrolled; (1) those who came to France directly from Japan;
(2) those who were formerly enrolled in the French school system;
and (3) pupils who had lived in another country after leaving
Japan and before going to France.
This paper attempts to describe the main socio-cultural
problems found among the three groups at the only Japanese
school in Paris, as a consequence of their different overseas
experiences.
The author conducted fieldwork in Paris for a period of
20 days in December—January, 1979-1980. Two principal
research techniques were used to derive data. First, direct interviews
were conducted with some 20 male and female elementary
and middle level pupils, as well as with 4 pupils in a French
school, and also with some teachers and parents of the pupils.
Second, a movie record was made of the pupils interviewed (as
well as of other pupils), both in class and at home, to obtain
detailed data on the interpersonal peer-group relationships
among the pupils. The film was later analysed to classify the
problems encountered among three groups of pupils.
Research indicated that the principal interpersonal problems
arose among pupils who had entered the school directly from
Japan and those who had formerly been enrolled in a French
school. The pupils enrolled in a French school are not able to
fit into the Japanese educational system, which means that they
must study hard for the entrance examinations of the Japanese
universities. Thus, the Japanese school plays a role in the reeducation
for re-entrance into Japanese society when the pupils
return home from France.
Those pupils who had lived also in a third country (and were
usually English-speaking) after leaving Japan and before entering
the school in Paris, were either not involved or only peripherally
involved in the interpersonal problems of the other two groups.
Rather, this English-speaking group adopted a somewhat neutral
and detached stance vis-à-vis their peers.
Research among the parents revealed two main types by
aspiration; (1) imbuing their children with an international
awareness; and (2) a principal concern with rigorously schooling
their children to pass the Japanese university entrance examinations
and for whom, therefore, developing a sense of internationalism
was a relatively minor interest. But with just a few years
of experience overseas, those children could not develop a good
sense of internationalism.
Most parents interviewed would agree to sending their
children to a French school were they to stay in Paris for short
time, usually 3-5 years. Thus, given the parents' way of thinking,
the development of a sense of internationalism would just be an
illusion.},
 pages = {597--628},
 title = {パリの日本人学校における文化背景の異なる生徒をめぐって},
 volume = {6},
 year = {1982},
 yomi = {オオモリ, ヤスヒロ}
}