Willians Marco de Castilho Junior
First-year master’s student – IHS program
Introduction
The training organized by Professor Tonomura focused on promoting a deeper understanding and connection with the Zainichi Korean community in the Osaka and Kyoto regions, where the Korean population is quite significant.
Before the training commenced, we had an online meeting to discuss the most important points related to the project and the schedule. The meeting allowed us to outline the training schedule and the key activities that we would undertake during the field trip to Osaka and Kyoto. Additionally, we delved into the history of Korean immigration in Japan, supplementing our knowledge by reading Professor Tonomura’s article called 在日朝鮮人の歴史について.
Especially in relation to this topic, before joining the group and the discussions I had limited knowledge about the Zainichi Korean, so it was important for me to gain a general understanding of the history of Korean immigration in Japan by reading Professor Tonomura’s paper. I found it very interesting to comprehend the changing societal perspective of the Japanese people over time, from the first half of the 20th century to the late 20th century and recent times. Furthermore, reading about the context of World War II and the post-war period greatly aided me during the training itself, allowing me to better absorb the information shared during our visits to schools and the Utoro Peace Memorial Museum.
The training lasted for three days, during which we participated in a symposium at Osaka University, explored the Korean Town in Osaka, visited the Korean Town Museum, visited the Ōsaka Korean 4th Elementary School, experienced a Korean Matsuri, toured Kenkoku High School, and visited the Utoro area, including the Utoro Peace Memorial Museum. Each of these experiences gave us deep understanding and memories that will stay with me for a long time. For a first-year master’s student in the IHS program like myself, this training offered a chance to broaden my horizons and draw parallels with my research on the Brazilian immigrant community in Japan.
Particularly, I was interested in visiting the ethnic Korean schools and learning about their educational practices within the Zainichi Korean community. This closely aligns with my research focus on the Brazilian immigrant community in Japan. Understanding how the Zainichi Korean community manages the education of its children has inspired me to contribute to the educational journey of Brazilian children in Japan. Observing how Korean schools operate has provided me with valuable insights that could also benefit Brazilian schools in Japan.
Training Report:
First Day of Training:
On the first day of training, we departed from Tokyo to Osaka via shinkansen and convened at Shin-Osaka station to proceed together to Osaka University, where we participated in the symposium 在日コリアン文学をグローバルな文脈で読みなおす, featuring panel sessions conducted by esteemed professors from renowned universities.
During the symposium, Professor Cindi Textor touched on the theme “Muslim Migrants to Japan in Local and Global Perspective: From Kim Saryang’s Mushi (1941) to Shirin Nezammafi’s Salam (2007).” Her presentation introduced the discussion of Japanophone literature, including the concept of Postcolonial Japanophone as studied by Nayoung Aimee Kwon and Global Japanophone, which Professor Textor advocates. She argues that authors like Levy Hideo, Mizumura Minae, and Tawada Yöko not only work predominantly in the languages and territories of both Japan and Euro-America but also produce works that exemplify Japanese literature’s cosmopolitanism and globalization.
In addition to Professor Textor’s talk, we had a presentation by Professor Kazuyuki Hosomi from Kyoto University. Professor Kazuyuki discussed the life and poetry of 金時鐘さん, analyzing his work through the perspective of a world literature, exploring how someone who faced challenging times in his homeland, including traumatic episodes involving the death of his parents, had the next chapters of his life unfold on foreign soil. Professor Kazuyuki analyzed the connection between 金時鐘さん’s life and work in Japan, seeking to understand the words written by the Korean author based on his personal experiences involving the military context of the time and how he perceived those political relations. To be honest, understanding such a deep analysis in Japanese Language about a Korean author’s work was challenging for me, yet it was an incredibly insightful experience.
Lastly, Professor Sakasai delivered an engaging presentation about the book “Pachinko” by author Min Jin Lee. Hearing Professor Sakasai’s perspective and that of other panelists regarding the book was enriching, especially as I had begun reading the book a few weeks before the training, allowing me to follow the discussion more closely. It is intriguing to note the different reception the book received internationally compared to its reception in Japan. The theme remains sensitive to discuss in Japan due to its historical implications, which influence how the Japanese people perceive their own history. Furthermore, the portrayal of Korea depicted in the book diverges significantly from the current “Korean wave” pop culture phenomenon that is successful in Japan. Personally, this segment of the symposium was the most captivating for me. Even the impact of the name “pachinko” was examined by the speakers, as the word holds a distinct meaning for the Japanese.
Moreover, I recall that the following day, during one of our program’s commutes, I shared a taxi with Professor Sakasai. I spoke to him about the book’s reception and mentioned a somewhat similar Brazilian work titled “Nihonjin.” This book, written by Professor Oscar Nakasato, is a fiction that narrates the story of Japanese descendants in Brazil, analyzing the immigration’s beginnings up to the context of World War II. It is a novel that won the most prestigious literary award in Brazil, the Jabuti Prize, and shares similar goals with “Pachinko,” albeit within the Brazilian context.
Second Day of Training:
The second training day was equally enjoyable. In the morning, we visited the Ōsaka Korean 4th Elementary School. On the way, we wandered through Osaka’s Koreatown, and later we learned more about the school’s structure and the history of Korean education in the region.
Several aspects caught my attention during the school visit. The school principal’s speech conveyed an intense sense of community, expressing pride in their Korean heritage and explaining how they encourage involvement in music, art, and sports to foster unity among the members. Reflecting on my research concerning Brazilian schools in Japan, I realized that this Korean school fosters a much stronger sense of unity compared to the Brazilian school I previously visited. Additionally, an interesting factor is the school’s physical size, which is similar to neighboring Japanese schools, influencing the students’ dynamics and daily routines. When compared to the Brazilian school I visited in the city of Joso, there is a significant difference in physical spaces and overall size. Another observation is the easy access to books and resources. While I am uncertain about the extent of library resources in Brazilian schools in Japan, the Korean school in Osaka has access to a well-structured library in Ikuno, in Koreatown area, underscoring the emphasis on education and knowledge dissemination within the Zainichi Korean community. This school visit provided me with valuable insights that I gained through this in-person training experience.
Apart from the school visit, we went to the Osaka Korean Town History Museum, where we had the opportunity to learn about the region’s history and view photos and videos depicting the area’s past and present. Situated in the heart of what was once known as Ikaino, a region with deep historical connections to the Korean Peninsula, the museum embodies the rich heritage and multicultural tapestry of the area. At its core, the museum serves as a tribute to the complex history of the region, tracing back to the settlement of people from Baekje and other Korean Peninsula states in Japan. This historical migration forms the foundation of Korea Town’s identity, reflecting a legacy of cultural exchange that has endured since ancient times. It was amazing to see how the Korean community preserve their history, ensuring that the past is not forgotten and that its lessons continue to inspire individuals to shape a harmonious and interconnected future.
Following these visits, we enjoyed a wonderful Yakiniku dinner nearby, and to conclude the day, we attended a Korean Matsuri. It was my first time participating in such a Matsuri. The traditional performances, ornaments, and dances made me feel closer to the Korean community. I even joined members of the Korean community in dancing during the Matsuri, creating an unforgettable experience. This experience brought to light the importance of cultural events in fostering a sense of belonging and preserving traditions within immigrant communities. The ability to engage with the Korean community on a personal level enriched the training and solidified the appreciation for cultural diversity and coexistence.
Third Day of Training:
On the final day of the training, we visited another Korean school, the Kenkoku High School, a private international South Korean school located in Sumiyoshi-ku, Osaka. The experience at this school was even more intriguing. From the outset, I was impressed by the quality of the school’s infrastructure and physical facilities, which are quite extensive. Clearly, they maintain a high standard of education, supported by government investments. The trilingual teaching model (Korean, Japanese, and English), which illustrates the importance of multilingual skills in a globalized world, motivated me to reflect on whether achieving such a model could be possible within the Brazilian community in Japan. This Korean school seems to be a successful example of inclusion within the Korean community, fostering unity rather than isolating Koreans from Japanese society. Moreover, this school’s curriculum even allows students to attend Japanese high school, which is uncommon among international schools.
After visiting this school, we journeyed to Kyoto to visit the Utoro Peace Memorial Museum. At the museum, we heard a presentation about the Utoro region, how the museum was established, and then toured the museum to historically understand its significance as a symbol of struggle and resistance for the Korean community. We explored the museum’s surroundings, glimpsing historic buildings that are part of its history. The visit to the Utoro Peace Memorial Museum in Kyoto provided insights into the struggles and resilience of the Zainichi Korean community. For me, the dedication to preserving the memory of these struggles is a testament to the community’s resilience and determination.
During the tour at the Utoro Peace Memorial Museum, an interesting moment occurred when Professor Kim picked up some Korean musical instruments available at the museum and started playing them. Shortly after, she invited me to play the Korean taiko, which, despite its differences, bears some similarity to the Okinawan taiko when it comes to the form of presentations. I had been part of an Okinawan taiko group in Brazil, and Professor Kim, aware of this, invited me to join. It was quite a unique sight: a Brazilian playing Okinawan Eisa with a Korean musical instrument in a museum in Kyoto. This moment highlighted the universality of music and its ability to bridge cultural gaps, fostering connections that transcend linguistic and geographical boundaries.
Conclusion:
These experiences were truly transformative, enriching both personal knowledge and perspectives on multicultural coexistence. Learning about the Zainichi Korean community’s history, educational practices, and cultural expressions deepened my understanding of their challenges and contributions to Japanese society. The parallels drawn with my research on the Brazilian immigrant community highlighted potential strategies for enhancing unity and community engagement within different immigrant groups, especially regarding the model of school that we saw during the field trip.
The opportunity to engage with fellow participants and converse in Japanese Language was invaluable for language development and networking. This training not only expanded my academic horizons but also provided a platform for meaningful interactions and cultural immersion. The exposure to different perspectives and the immersion in the Zainichi Korean community’s rich culture broadened my outlook and nurtured a sense of global citizenship.
In conclusion, the training provided a comprehensive exploration of the Zainichi Korean community’s experiences and contributions to Japan’s multicultural landscape. The insights gained from symposiums, school visits, museum tours, and cultural experiences are invaluable assets that will undoubtedly influence my academic pursuits and personal growth. I express my sincere gratitude to Professor Tonomura for her dedication and guidance throughout this training, and I eagerly anticipate participating in similar programs in the future to continue my journey of cross-cultural understanding and enrichment.
IHS 東京大学 多文化共生・統合人間学プログラム 