Introduction
By Lloyd Kajikawa
Introduction
By Lloyd Kajikawa
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United States history cannot be fully understood without knowledge of the role of ethnic communities in the development of American society. Immigrants brought cultural patterns from their original societies and, as they established roots in America, they creatively adapted new life patterns and contributed to the growth of America. Our search for meaning comes out of an understanding of our past. It is in this way that we will be able to consciously develop a workable future in which we contribute and share as citizens of our nation. James A. Hirabayashi Teacher/Student Resource Guide, Introduction, for Japanese American National Museum National School Project, Dec. 1996 |
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Many insights about teaching global education can be gained from the exploration of the Japanese American experience. However, we must start with a firm understanding of this group’s legacy and contribution to American history. One of the most persistent difficulties in teaching about Japanese Americans is the confusion between what is Japanese and what is Japanese American. Japanese Americans have, from the moment the first immigrants stepped on U.S. soil, created a hybrid culture, adapting and transforming both Japanese and American culture. The Japanese American culture and perspective is quite unlike the Japanese culture and perspective. While this seems obvious, third, fourth and fifth generation Japanese Americans continue to be complemented on how well they speak English. Like all Asian Americans they are still viewed as "foreigners." One of the goals of the Japanese American National Museum’s National School Project is to help all Americans understand that Asian Americans are an integral part of this nation’s heritage and social fabric. However, it must be noted that US laws did not permit Asians to become naturalized citizens until 1952 with the passage of the McCarran-Walter Immigration and Naturalization Act. The consequence of this kind of thinking has led to Asians being viewed as "non-American" regardless of where they were born.
The above paragraphs point to very interesting aspects of teacher training programs presented by the Japanese American National Museum. One of the most important is the emphasis we put on perspective. Being aware of one’s own perspective as well as the perspective of Japanese Americans is an important component of studying this portion of American history. To be aware of, and in touch with, the perspectives we hold as educators is a first step. When beginning an examination of the Japanese American experience, we must be aware of how our own perspectives enter into the decisions we make about teaching this subject. We should be ready to examine our own assumptions of the world, and how these assumptions might unfairly influence our world view. Understanding ourselves and our assumptions, and being aware of our own perspectives will help us to establish a world view that is more open and expansive instead of closed and narrow.
The mission of the Japanese American National Museum is to make known the Japanese American experience as an integral part of our nation’s heritage in order to improve understanding and appreciation for America’s ethnic and cultural diversity. The Museum’s National School Project seeks to provide educators throughout the nation, and internationally, with materials that express a Japanese American perspective in the context of a pluralistic society. The work of the National School Project is an extension of the Museum’s effort to weave the Japanese American experience into the larger American experience. The Museum’s educational process is designed to foster a questioning of beliefs we hold about ourselves and others in a safe and supportive environment. It is also designed to find points of intersection and to create bridges between individuals and communities. We understand that culture building is a continuing process, and that understanding the past serves as a basis for future generations to build upon. |
