Developing Multicultural Intergroup Dialogue at a Japanese University: Toward Sustainable and Holistic International Student Support
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| Title: | Developing Multicultural Intergroup Dialogue at a Japanese University: Toward Sustainable and Holistic International Student Support |
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| Language: | English |
| Authors: | Tomoko Tokunaga (ORCID |
| Source: | Journal of International Students. 2026 16(2):115-134. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Multicultural Education, Cooperative Learning, Intergroup Relations, Intercultural Communication, Foreign Students, College Students, Workshops, Diversity Equity and Inclusion, Sustainability, Social Justice, School Business Relationship, Student Attitudes |
| Geographic Terms: | Japan |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | While Japanese universities have adopted intercultural collaborative learning (ICL) to promote holistic international student support, ICL often lacks a social justice framework necessary for sustainable and equitable practices. This study addresses this gap by integrating intergroup dialogue (IGD)--a social justice pedagogy--into ICL. It examines how international and domestic students raise awareness of diversity, equity, and sustainability issues by participating in multicultural IGD at a Japanese university. We co-developed a workshop with a company and conducted interviews. The findings revealed that IGDs empowered international students and affirmed their identities, increased domestic students' critical consciousness, and improved advocacy attitudes while addressing challenges in institutional change. This study calls for a shift toward more holistic and sustainable international student support aligned with the United Nations' Sustainable Development Goal (SDG) 4. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495306 |
| Database: | ERIC |
| Abstract: | While Japanese universities have adopted intercultural collaborative learning (ICL) to promote holistic international student support, ICL often lacks a social justice framework necessary for sustainable and equitable practices. This study addresses this gap by integrating intergroup dialogue (IGD)--a social justice pedagogy--into ICL. It examines how international and domestic students raise awareness of diversity, equity, and sustainability issues by participating in multicultural IGD at a Japanese university. We co-developed a workshop with a company and conducted interviews. The findings revealed that IGDs empowered international students and affirmed their identities, increased domestic students' critical consciousness, and improved advocacy attitudes while addressing challenges in institutional change. This study calls for a shift toward more holistic and sustainable international student support aligned with the United Nations' Sustainable Development Goal (SDG) 4. |
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| ISSN: | 2162-3104 2166-3750 |
