Suchergebnisse

The existing scholarship on middle and upper-class East Asian transnational families accompanying their children to English-speaking countries has mainly focused on long-term transnational migration pattern. However, we know less about the short-term pattern, and how it affects the subjectivities of migrants. By conducting a case study of Japanese women participating in oyako-ryūgaku (a short-term parent-child study abroad trip) with their children in Hawaii, we demonstrate how they constructed their transnational gendered subjectivities. We argue that not only motherhood and selfhood, but also wifehood is actively negotiated among the short-term transnational mothers through oyako-ryūgaku.

Has the culture of fatherhood in Japan changed since the end of the Second World War? If so, how? Relying on a content analysis of 246 Japanese comic strips published on Father's Day and Mother's Day between 1950 and 2004, we hypothesize about the effects of economic and other social forces on the culture of fatherhood, and illustrate how cultural shifts can proceed in steps. Our findings suggest that the culture of fatherhood in Japan changed in the 1970s and 1980s, but that it also changed in the 1990s. Whereas the first change pointed to greater acknowledgment of the role of men as fathers, evidenced by the increased attention given to Father's Day, the second change indicated greater emphasis on a "new"-more involved-image of fathers.

Faculty members and graduate student instructors (GSIs) spend a significant portion of their time in the classroom. Much of the literature calls for formal training for graduate students in pedagogy and teaching techniques (DeCesare 2003), and increasing attention has been paid to the benefits of informal supports for GSIs, such as peer networks. But scholars have paid far less attention to examining how formal and informal mechanisms of support might be bridged, thus strengthening support for GSIs. In this article, we explore and demonstrate the importance of bridging available support systems for GSIs, specifically through a position occupied by an advanced GSI, called the Teaching Associate. Using focus groups, semistructured interviews, and surveys, we argue that the Teaching Associate offers formal and informal forms of support for graduate student instructors and their departments and we advocate their use in teacher training.