Fostering learning through unlearning institutional boundaries: a 'team ethnography' of a liminal intercultural space at a Japanese university

This paper is an ethnographic study of weekly intercultural meetings held at an alternative community space run by a large private university in Tokyo, Japan. Through a 'team ethnography', the two authors of this paper illuminate ways in which alternative modes of learning were promoted an...

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Bibliographic Details
Published in:Ethnography and education 2015-01, Vol.10 (1), p.92-106
Main Authors: Horiguchi, Sachiko, Imoto, Yuki
Format: Article
Language:English
Subjects:
Age Differences
Colleges & universities
Cultural Awareness
English (Second Language)
Ethnicity
Ethnography
Experiential Learning
Foreign Countries
Foreign Students
Intercultural Communication
intercultural exchange
Japan
Japanese
liminality
Meetings
Participant Observation
Private Colleges
School Community Relationship
Second Language Learning
Second Languages
Social Environment
Social research
team ethnography
university
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Summary:This paper is an ethnographic study of weekly intercultural meetings held at an alternative community space run by a large private university in Tokyo, Japan. Through a 'team ethnography', the two authors of this paper illuminate ways in which alternative modes of learning were promoted and institutional boundaries were transgressed and unlearned. We argue that this was made possible by its spatial as well as organisational liminality. We begin with an explanation of Turner's notion of 'liminality', which provides our conceptual framework. This is followed by a reflexive account of our methodological approach, which leads us to the ethnographic description of our field site and our engagement in the field. We then analytically situate our ethnography in the larger institutional and social context. Our analysis focuses on the transgression and 'unlearning' of professional hierarchies, age-related, ethnic and linguistic boundaries that permeate the mainstream Aoba institution as well as how alternative, experiential learning is promoted at this liminal site.
ISSN:1745-7823
1745-7831
DOI:10.1080/17457823.2014.956134