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Performing "the Other" and Becoming ...

Kawashima, Yuko.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Performing "the Other" and Becoming Different: Affects of Youth and Schooling in Japan./
作者:	Kawashima, Yuko.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	332 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10260900
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. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 332 p.

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

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

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.

ISBN: 9780355445657Subjects--Topical Terms:

519608
Educational sociology.

Performing "the Other" and Becoming Different: 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.
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.
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