國立虎尾科技大學 |

Performing "the Other" and Becoming Different : = Affects of Youth and Schooling in Japan.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Performing "the Other" and Becoming Different :/
Reminder of title:	Affects of Youth and Schooling in Japan.
Author:	Kawashima, Yuko.
Description:	1 online resource (332 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Subject:	Educational sociology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355445657

Performing "the Other" and Becoming Different : = Affects of Youth and Schooling in Japan.
Kawashima, Yuko.

Performing "the Other" and Becoming Different :Affects of Youth and Schooling in Japan. - 1 online resource (332 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2017.

Includes bibliographical references

This dissertation explores how Japanese youth experience their senses of self through looking into drama/theatre classes in secondary school. To consider the issue of "multicultural coexistence" in Japan with the idea of multiple belongings and the liberation of youth, I explore the ways, if any, in which young people are involved in a radical repositioning or internal qualitative transformation in a productive and affirmative manner, as well as what factors prevent those transformations from occurring. Applying Deleuze and Guattari's concepts such as "becoming" and "affects", I especially examine the experiences of acting or performance, in particular the practices of "mimesis", which refers to embodying the image of "the other" through imagination.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355445657Subjects--Topical Terms:

555555
Educational sociology.
Index Terms--Genre/Form:

554714
Electronic books.

Performing "the Other" and Becoming Different : = Affects of Youth and Schooling in Japan.
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245 1 0 $a Performing "the Other" and Becoming Different : $b Affects of Youth and Schooling in Japan.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Doug McDougall.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2017.
504 $a Includes bibliographical references
520 $a This dissertation explores how Japanese youth experience their senses of self through looking into drama/theatre classes in secondary school. To consider the issue of "multicultural coexistence" in Japan with the idea of multiple belongings and the liberation of youth, I explore the ways, if any, in which young people are involved in a radical repositioning or internal qualitative transformation in a productive and affirmative manner, as well as what factors prevent those transformations from occurring. Applying Deleuze and Guattari's concepts such as "becoming" and "affects", I especially examine the experiences of acting or performance, in particular the practices of "mimesis", which refers to embodying the image of "the other" through imagination.
520 $a The analysis is based on one year and five months of ethnographic research with high school students at a school in a cosmopolitan but relatively economically deprived area of Tokyo. The narratives emerged from observation in drama classes and in-depth interviews with journal writing and assignments, utilizing a methodology of postqualitative research. As seen through repeated patterns of being stuck, the analysis reveals how the identity category of ethnicity/nationality as well as the notions of "Japaneseness", "kyara", and "school caste" rigidly function to territorialize youth, blocking possibilities for them to become otherwise. Reconstructing the gender hierarchy, silencing of the girls' desire for masculinity, and normalization of the boys' rejections of femininities formed other patterns. Affects fluctuate with different constellations of possibilities and constraints. The assemblages of femininities and masculinities, and particularly the respective positions within those, form a significant component of the affective experiences of youth at school. Considering pedagogical aspects, which might have restricted those experiences, I also sketch several points for drama pedagogy to deepen role-playing or acting as a testing ground where new relationality with other bodies is tried out. This study contributes to the educational research that sheds light on the complexities of the affective experiences of youth at school.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational sociology. $3 555555
650 4 $a Secondary education. $3 1179560
650 4 $a Performing arts education. $3 1183538
655 7 $a Electronic books. $2 local $3 554714
690 $a 0340
690 $a 0533
690 $a 0457
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 1179756
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10260900 $z click for full text (PQDT)