ABSTRACT
The number of culturally and linguistically diverse students have increased in recent times due to migration to Japan, adding to the long-existing minorities (indigenous peoples, buraku people, zainichi Koreans). Compared to three decades ago, schools increasingly acknowledge the needs of these students, and provide options that are more varied and flexible, in order to increase their participation in schooling. But emphasis has tended to centre on educational opportunities, with fewer questions raised about the content of schooling that continues to disadvantage these students. The chapter also explores how schools’ responses to domestic diversity are related to the discourse of “internationalization”, human rights, and multicultural symbiosis.
