“I Belong Nowhere”:Identity Construction and Othering Experience of Second-Generation Immigrants in Japan

Sammanfattning: The increase in international mobility driven by globalization has led to a profound impact on education worldwide, as evidenced by a 26% rise in the number of school-aged children with migrant and refugee backgrounds since 2000. This global trend has presented challenges for educational institutions in both countries with traditionally high immigrant populations and those previously considered homogeneous. Japan has long been regarded as a culturally homogeneous society. However, due to an aging society and labor shortages, the country has witnessed a surge in immigration and increased cultural diversity. Nevertheless, the current education systems in Japan are not designed to accommodate this diversity, resulting in the marginalization of minority groups within school settings. In response to this issue, this study utilized a biographical approach to investigate the lived experiences of seven second-generation immigrants (SGIs) in Japan. By employing thematic analysis, a comparative analysis of the collected life stories was conducted. The findings underscore the prevalence of various forms of “Othering” within educational institutions and society at large. As a result of Othering, SGIs often find themselves occupying a liminal space where dual ethnic identities develop concurrently, leading to a simultaneous sense of belonging and otherness. Additionally, the results revealed instances of agency among SGIs, wherein they embraced their ethnic minority status as a means of positive self-positioning, distanced themselves from certain ethnic minority group categorizations, or refused any social categories. This research provides valuable insights into the complexities of Japanese migration society, shedding light on the prevailing Othering practices and the strategies employed by SGIs in navigating their identity construction in response to Othering phenomena.