JAPN 320S
This course gives students the opportunity to deepen their knowledge of Japanese language and culture from the perspective of social justice and responsibility through their community service. Students develop advanced level communication skills through discussions, reflection essays, and presentations. Taught in Japanese. (Prereq: JAPN 300 or equivalent with a C- or better)
Upper Division SL Outcomes
1. Self and Social Awareness: Explain the relationship of diverse dimensions of social, cultural, and professional identities to systems of power, privilege and oppression
2. Service and Social Responsibility: (Part 1): Analyze how the field/profession has perpetuated inequity/injustice and/or contributed to equity/justice at the individual, group and societal levels.
3. Service and Social Responsibility (Part 2): Engage in responsive, reciprocal service that is informed by knowledge of the multicultural histories, demographics, sociocultural dynamics and assets of a specific community.
4. Action towards Systemic Change: Develop and implement personal and professional strategies, policies and/or practices that work towards creating greater equity and social justice in our communities, workplaces and/or institutions.
2. Service and Social Responsibility: (Part 1): Analyze how the field/profession has perpetuated inequity/injustice and/or contributed to equity/justice at the individual, group and societal levels.
3. Service and Social Responsibility (Part 2): Engage in responsive, reciprocal service that is informed by knowledge of the multicultural histories, demographics, sociocultural dynamics and assets of a specific community.
4. Action towards Systemic Change: Develop and implement personal and professional strategies, policies and/or practices that work towards creating greater equity and social justice in our communities, workplaces and/or institutions.
Course Narrative
SL Outcome 1. Self and social awareness:
In order to fulfill the first SLO, my group conducted a community scan to assess the needs of Seaside. We found that the community was dominantly hispanic/latino with a moderate to low income. The schools within the local district did not rank particularly high.
SL Outcome 2. Service and Social Responsibility: (Part 1):
In order to fulfill the second SLO, my group collaborated together to create lesson plans to teach the children at Dual Language Academy of the Monterey Peninsula (DLAMP). We taught our students some aspects of Japanese language and culture while maintaining an equal and safe place.
SL Outcome 3. Service and Social Responsibility (Part 2):
Our group wanted to teach the students at DLAMP, not limited to our class, and CPY staff the importance of taking action on your own by learning the importance of taking action and cleaning up the environment. We initially weren't sure how if it was a good idea so we surveyed the campus and found that the children generate a lot of trash, and we decided to move forward. We made slides for an information session including why we should learn to take action on our own and how to recycle properly. I wanted to tie it with the fact that Japanese schools have the students clean up after themselves to learn responsibility.
SL Outcome 4. Action towards Systemic Change:
We chose to follow SDG 2- Zero hunger. We created a lesson to explain why people are starving in the world. Our students were also taught that we produce enough food to feed everyone globally, however due to corporation greed a lot of people don't get food. We taught them that they can participate in food drives and donate things such as canned foods, and of course other needs such as clothes and money. They expressed their desire to help those less forunate than them.
In this course I continued my experience as an instructor to teach elementary school kids global awareness and global competence alongside Japanese. This course challenged me as a person in turn having to think more critically. I found that a lot of patience is required when handling children and their education. I learned that we teach who we are, so in turn I did my best to teach them concepts with simple examples so they could grasp which ever core message I wanted to teach. This gave me a sense of social responsibility. As an American student, my knowledge of the Japanese culture was always being tested throughout my lessons as I would have to recall back to my memory to answer my students questions. If not, I would openly ask my partners. It was always satisfying for me to see the excitement on my students faces when they would walk into our class and see us ready to give them their lesson for the week.
In order to fulfill the first SLO, my group conducted a community scan to assess the needs of Seaside. We found that the community was dominantly hispanic/latino with a moderate to low income. The schools within the local district did not rank particularly high.
SL Outcome 2. Service and Social Responsibility: (Part 1):
In order to fulfill the second SLO, my group collaborated together to create lesson plans to teach the children at Dual Language Academy of the Monterey Peninsula (DLAMP). We taught our students some aspects of Japanese language and culture while maintaining an equal and safe place.
SL Outcome 3. Service and Social Responsibility (Part 2):
Our group wanted to teach the students at DLAMP, not limited to our class, and CPY staff the importance of taking action on your own by learning the importance of taking action and cleaning up the environment. We initially weren't sure how if it was a good idea so we surveyed the campus and found that the children generate a lot of trash, and we decided to move forward. We made slides for an information session including why we should learn to take action on our own and how to recycle properly. I wanted to tie it with the fact that Japanese schools have the students clean up after themselves to learn responsibility.
SL Outcome 4. Action towards Systemic Change:
We chose to follow SDG 2- Zero hunger. We created a lesson to explain why people are starving in the world. Our students were also taught that we produce enough food to feed everyone globally, however due to corporation greed a lot of people don't get food. We taught them that they can participate in food drives and donate things such as canned foods, and of course other needs such as clothes and money. They expressed their desire to help those less forunate than them.
In this course I continued my experience as an instructor to teach elementary school kids global awareness and global competence alongside Japanese. This course challenged me as a person in turn having to think more critically. I found that a lot of patience is required when handling children and their education. I learned that we teach who we are, so in turn I did my best to teach them concepts with simple examples so they could grasp which ever core message I wanted to teach. This gave me a sense of social responsibility. As an American student, my knowledge of the Japanese culture was always being tested throughout my lessons as I would have to recall back to my memory to answer my students questions. If not, I would openly ask my partners. It was always satisfying for me to see the excitement on my students faces when they would walk into our class and see us ready to give them their lesson for the week.