Bullying

Please tell me about your experiences (or I’ll take your lunch money)

(La version francaise est ICI)

Bullying takes many forms, from the big kid punching the smaller kid for his lunch money to the 13 years old girl sending anonymous hate mails to her unpopular classmate. In both cases, it can have devastating effects on the victims (and actually on the bully as well).

I know that bullying is a big problem in Japan that is sometimes accentuated by a culture of “don’t ask, don’t tell”. I also know that many suicides are related to bullying here. What I don’t know is “how” it is happening. What form it is taking. I have not witnessed any bullying first hand in Japan (and I hope I won’t) but I know other JETs have. I want to hear about you.

It seems that the most frustrating thing is that JETs (and teachers, for that matter) can’t do anything about it. The bullies appear to get away with it without facing any consequences. A teacher was telling me that a bully can’t be expelled or suspended from a school because he has a right to be educated (I think the school is actually missing a very important opportunity to educate that kid). So instead, the victim is the one trying to avoid school. The kid wants to stay home but he/she gets in trouble for doing so. Please correct me if I’m wrong, but is the bully really facing no consequences at all while the victim is forced back in the lions cage without any support?

It would also seem that parents of victims will sometimes try to hide that their kid is being bullied because it is a shameful thing. So they would definitely not try to push the matter with the school to find solutions.
On the other hand, I also heard that some parents might go talk to the school’s administration about a dispute between two “friends” instead of trying to deal directly with the other kid and his parents. Making the problem bigger than necessary by doing so.
Which scenario is more likely? Does it depend on the school? On the region? Did you observe any of this?

Back in Canada, I didn’t spend a lot of time teaching in big high schools so I haven’t witnessed much physical bullying. I think the kids are now more inclined to act against and condemn bullying. The “third player” is fulfilling it’s role more and more. (There is the bully, the victim and the 3rd player is the “witness”. If he is a silent witness, he is actually encouraging and supporting the bully, I think this is mostly what happens in Japan; leaving the victim isolated and without support. If the witness speaks out and affirms that he does not approve of the bullying, the bully is now the one being isolated and maybe thinking about changing its ways.)

The problem that I witnessed in Canada was actually young girls having psychological warfare with each other. It often turned out to be 2, 3 or more girls against one who was singled out as different or not as “cool”. At first, the lonely soldier tries to fight back but as the war becomes more intense and the big weapons come out (anonymous hate mails, starting atrocious rumours, getting more and more people to “hate” her…) she ends up needing a lot of support from adults. Luckily, I didn’t see this too often but it did happen.

In Canada, every school as a social worker or another professional who helps students work out these situations. As far as I know, there is no equivalent in Japan. Is there?

I would really like to know more about your experiences with bullying (in Japan or anywhere else). Please tell me in the comments below, or you can email me (jddinjapan@gmail.com) if you don’t want to make your story public.

My next move will be to look into the situation of England. I think they had a big anti-bullying campaign some years ago. I’ll update this post if I find anything interesting.

Tokyo Orientation and Paying For It

(La version française se trouve ici)


Any foreigner in Tokyo needs a map or something to provide orientation. It is HUGE! Just go on google map and look at how far it expands. Imagine yourself walking in there and trying to find a specific street (by the way, to add to the foreigner’s confusion, they name the city blocs and not the streets in Japan). It seems too big to be functioning but somehow, it works out.

 I guess the same thing can be said about the JET Programme: With about 36 participating countries and over 4000 JETs in Japan, it is a huge programme.  If I was to try to provide a “map” of the programme, I would  need to include three ministries (The Ministry of Internal Affairs and Communications (MIC), The Ministry of Foreign Affairs (MOFA) and the Ministry of Education, Culture, Sports, Science and Technology (MEXT)), the Council of Local Authorities for International Relations (CLAIR) and the Contracting Organisations (the boards of education and the schools actually hiring us). I would also need to include all the foreign Japanese embassies that take part in the selection process and the preparation of the new JETs.

I won’t go into the details of the roles of each one of these organisations but I think you get the picture: It’s kind of a big deal.

We could feel it at the 3 days orientation seminar at a luxury hotel in downtown Tokyo (is there anywhere in Tokyo that is “not” downtown?). Whether they wanted it or not, at some point, everybody wondered how much money was involved in all of this (the free flights, the seminars, the luxury hotel, the transportation, our salaries and, as we would find later; the things provided by our contracting organisations: for some people it might include a car, a house (!), furniture…)

View from the room

What I’m getting at is that JET is a publicly financed programme.  If I’m not mistaken, the Japanese economy, like many others, is not doing so good (I actually stumbled upon an article of the New-York Times today about that). A lot of people are looking at ways to cut down the expenses and the JET Programme is one of their target. About a month ago, I read a very interesting article from Debito Arudou about the situation of the JET Programme and why it is not meeting the expectations.

If I grossly oversimplify that article; it says that the programme costs a lot of money and that Japanese students are still not learning English. But it’s not the JETs fault, it’s the Japanese education system’s fault.

Ok… so if we can’t teach English to the students, what are we doing exactly? Why are we here? Why are they still spending so much money on this thing?

Well, the official purpose of the JET Programme (as stated in many of their official documents) is to : “Promote internationalisation and mutual understanding through foreign language education and local international exchange activities.”

Even before I left Canada, I’ve been told that a way to see the job was as a “cultural ambassador”. So, is this a way to justify everything or does it actually means something and has a real application? -(By the way, if you ask a question with “or” in it to a Japanese person, they’ll answer by yes or no! More on this in another blog post about language).-

I think the term “cultural ambassador” does mean something and that our presence here is not pointless: When I was teaching sciences in Canada, I realised that 95% (if not more) of what I teach will be forgotten by most of the students a year later. (How much do YOU remember from your high school science classes?) So why should we keep trying to put these facts and equations into their heads?

The point is not for them to become proficient scientists while they are in high school. The point is for them to know that these things exist and become curious about the world around them. We want to ignite some passions and get them interested (which means that the way we teach is very important). If they have that curiosity, they will pursue their learning fuelled by their own motivation and will make career choices accordingly. Anyways, the introductory classes in most college and university science programs tend to teach all the basics again to make sure everyone is at the same level.

So the point is to get the Japanese students interested and curious about foreign cultures. English is a mean to do that. If they have the spark and decide to travel abroad after high school, they will figure out a way to have functional English.

That being said, I think there are ways for us to be more than "promoters for holiday destinations" while in front of the class.

More on that later…