Profile
Associate professor
YAGETA Yuki
Yuki YAGETA
Associate Professor in the Education Pedagogy Course. Completed graduate studies at the United Graduate School of School Education, Tokyo Gakugei University. Holds a PhD in Education. Previous positions include elementary school teacher at a Japanese school, visiting student at the University of Washington, part-time lecturer at secondary schools and universities, and learning support staff for children with foreign backgrounds. Assumed current position in April 2023. Specializes in music education, with a particular interest in music education in multicultural regions. Participated in the 4th cohort of the Tobitate! Study Abroad JAPAN program.
About the research
I am exploring how music education should be in response to the multicultural nature of the classroom. I became interested in this topic because, when I was a music teacher and homeroom teacher, I had many regrets, such as whether I had crushed the good qualities and potential of children with foreign connections, and whether I had truly understood their "true feelings" and backgrounds.
The concept of "children with foreign connections" includes not only children of foreign nationality, but also children of international marriages. The curriculum guidelines, which indicate the direction of education, recommend activities in music classes and other areas that make use of the characteristics of children with foreign connections. So, what specific musical activities can be envisioned that make use of these characteristics?
For example, in areas like Gunma where internationalization within classrooms is progressing, music activities are also carried out to teach children in Japanese (international) classes about musical culture. The positive aspects of these activities include the possibility that children with foreign connections can develop a positive awareness of the culture that connects them to their roots, and that it can also cultivate an international perspective and an attitude of respect for diversity among the children around them.
However, interviews with former children with foreign connections also revealed that musical activities that focus on their ethnic roots could potentially jeopardize their position in the classroom, for example by revealing ethnic backgrounds that they would not want their classmates to know.
Although we generally refer to children with foreign connections, their backgrounds are extremely diverse. Therefore, in order to provide music classes that all children can enjoy with peace of mind, teachers need to understand not only the children's musical culture, but also their positions and thoughts. We hope to be able to act as a bridge to provide this opportunity to teachers and students aiming to become teachers. We would love to hear from anyone involved in or hoping to be involved in education in Gunma.
The concept of "children with foreign connections" includes not only children of foreign nationality, but also children of international marriages. The curriculum guidelines, which indicate the direction of education, recommend activities in music classes and other areas that make use of the characteristics of children with foreign connections. So, what specific musical activities can be envisioned that make use of these characteristics?
For example, in areas like Gunma where internationalization within classrooms is progressing, music activities are also carried out to teach children in Japanese (international) classes about musical culture. The positive aspects of these activities include the possibility that children with foreign connections can develop a positive awareness of the culture that connects them to their roots, and that it can also cultivate an international perspective and an attitude of respect for diversity among the children around them.
However, interviews with former children with foreign connections also revealed that musical activities that focus on their ethnic roots could potentially jeopardize their position in the classroom, for example by revealing ethnic backgrounds that they would not want their classmates to know.
Although we generally refer to children with foreign connections, their backgrounds are extremely diverse. Therefore, in order to provide music classes that all children can enjoy with peace of mind, teachers need to understand not only the children's musical culture, but also their positions and thoughts. We hope to be able to act as a bridge to provide this opportunity to teachers and students aiming to become teachers. We would love to hear from anyone involved in or hoping to be involved in education in Gunma.
Subject in charge
Pre- and post-teaching practice training (elementary school)/Teaching practice (elementary school)/Introduction to Elementary Music/Elementary School Music Education/Coexistence with Music/Children and Music/Practical Teaching Exercises/School Field Studies A and B/Glocal Seminar I and II/Basic exercises I and II/Assignment Exercises I and II/graduation research