Transforming diversity in Canadian higher education: a dialogue of Japanese women graduate students

Abstract

In this paper, we shed light on the dynamic nature of ‘diversity’ in higher education from the perspectives of four Japanese women graduate students seeking possibilities through different ways of knowing. Using an autoethnographical methodology embedded in a dialogue format of zadankai, we examine the stereotypes of Japanese women that are activated both inside and outside of academic institutions. Stereotyping propagates racist, patriarchal and heterosexist norms. The examination of the mechanisms in which stereotyping silences Japanese women reveals the micro and macro politics of identity. Our collective dialogue demonstrates the processes in which silenced Japanese women graduate students reclaim their holistic agencies to peel the layers of superficial notions of diversity and address the creative and flexible nature of ‘difference’ and ‘diversity’ in knowledge production. We hope this paper will encourage minority groups amongst students, educators, and administrators to engage in various ways of knowing and address the issues of ‘diversity’ in higher education.

Acknowledgements

We thank Cynthia Aoki for her comments on the earlier draft of this article.