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NIUSIpart of the Education Reform NetworksEssentializing Dilemma and Multiculturalist Pedagogy: An Ethnographic Study of Japanese Children in a U.S. SchoolExamined Japanese children's experiences at a U.S. elementary school, noting their teachers' pedagogical responses. Two discourses of difference (individual and social/cultural difference) were used in the school in somewhat dichotomous ways, and the combination worked against children who had difficulty adjusting. Recommends a nonessentialist multiculturalist pedagogic discourse of difference to help teachers facing essentializing dilemmas. (SM)
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