Japanese School

Japanese School may mean

  • Education in Japan
  • Shiritsu zaigai kyoiku shisetsu (私立在外教育施設), an overseas campus of a Japanese private school, thus run by a private school corporation. Accredited by Japan's Ministry of education and science.
  • Nihonjin gakko (日本人学校), a school outside of Japan for the native speakers of Japanese, usually run by a Japanese association. Accredited by Japan's Ministry of education and science.
  • Hoshu jugyo ko (補習授業校) or Hoshu ko (補習校), a supplementary school outside of Japan run by a local Japanese association. It offers a part of Nihonjin gakko's curriculum after school hours or on weekends. Accredited by Japan's Ministry of education and science.
  • Toronto Japanese School, a supplementary school run by the Toronto Shokokai Inc.
  • Minnesota Japanese School, a supplementary Japanese school in Richfield, Minnesota.
  • Zaigai kyoiku shisetsu (在外教育施設), meaning "an educational institute overseas". The definition is vague and sometimes it includes Nihonjin gakko and Hoshu ko, but this category refers to commercial or non-profit private institutions that offer Hoshuko-like programs. Although many of them are named "Hoshu ko" (meaning a supplementary school), their programs are considered as Juku (塾), not accredited by the Japanese government.

Japanese School also may refer to

  • language school, a school for non-speakers of Japanese to learn the language.

Famous quotes containing the words japanese and/or school:

    “The Japanese are, to the highest degree, both aggressive and unaggressive, both militaristic and aesthetic, both insolent and polite, rigid and adaptable, submissive and resentful of being pushed around, loyal and treacherous, brave and timid, conservative and hospitable to new ways.”
    —Ruth Benedict (1887–1948)

    “For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
    —Sara Lawrence Lightfoot (20th century)