Abstract

The terms internationalisation and multicultural coexistence are used by a variety of actors. Depending on their respective position in society, they endow these terms with different meanings. The article aims to show how these meanings are contested and negotiated. The examination combines discourse analysis with insights into practice gained through participant observation and in-depth interviews. By focusing on the micro level and the issue of ethnic classrooms in Osaka it will become clear that multicultural coexistence, though often criticised as an anodyne catchphrase, has the potential to promote the right to ethnic education.

中文翻译：

---

有争议的概念：日本的国际化和多元文化共存——特别关注民族课堂

摘要

国际化和多元文化共存这两个词被各种行为者使用。根据各自在社会中的地位，他们赋予这些术语不同的含义。这篇文章旨在展示这些含义是如何被争论和协商的。该考试将话语分析与通过参与者观察和深入访谈获得的实践洞察相结合。通过关注微观层面和大阪的民族课堂问题，多元文化共存虽然经常被批评为平淡无奇的流行语，但显然具有促进民族教育权的潜力。