Harvard Educational Review
  1. Fall 2018 Issue »

    Becoming an Insider and an Outsider in Post-Disaster Fukushima

    Kaoru Miyazawa
    In this essay, Kaoru Miyazawa reflects on how she was both insider and outsider during her fieldwork in Fukushima, Japan, between 2013 and 2016, after the 2011 earthquake, tsunami, and nuclear power plant explosion devastated the region. During her time in Fukushima, Miyazawa experienced the emotions of community members as well as her own, which were rooted in specific individual and collective memories. While her nostalgic memories of home pulled her inside the community, community members’ anger and skepticism toward researchers, which stemmed from memories of the wartime atomic bombings, pushed her outside the community. Based on this experience, Miyazawa has reconceptualized agency as one’s ability to be susceptible to various emotions that circulate in the community and to move toward and/or away from insider and outsider positions. This new approach allows researchers to recognize the agency of their participants, form dialogic relationships with them, and collaboratively give testimonies over the long term. Miyazawa contends that such relationships will contribute to the decolonization of research.

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    Kaoru​ Miyazawa is an associate professor of education at Gettysburg College in Pennsylvania, where she teaches social foundations of education and globalization and education courses. Her work, which focuses on memories, citizenship, literacy, and curriculum in the global society, has appeared the Journal of Curriculum Theorizing and Language Arts, among others. Her articles have also been published in numerous Japanese journals. She served as a visiting scholar at Fukushima University in the fall of 2015 and at the University of Wisconsin–Madison in the spring of 2016.
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    Fall 2018 Issue


    Safe Routes to School?
    Black Caribbean Youth Negotiating Police Surveillance in London and New York City
    Derron Wallace

    Book Notes

    Negotiating Opportunities
    Jessica McCrory Calarco

    “Why We Drop Out”
    Deborah L. Feldman, Antony T. Smith, and Barbara L. Waxman

    Mi Padre
    Sarah Gallo

    Making Up Our Mind
    Sigal Ben-Porath and Michael Johanek

    Suddenly Diverse
    Erica O. Turner

    Campus Counterspaces
    Micere Keels

    American Higher Education Since World War II
    Roger L. Geiger

    Talking About Leaving Revisited
    edited by Elaine Seymour and Anne-Barrie Hunter