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Women's Lifelong Learning and Empowerment in Japan
FUJIMURA-FANSELOW, Kumiko 이화여자대학교 한국여성연구원 2004 여성의 평생학습과 임파워먼트 : 한국·노르웨이·미국·일본 Vol.2004 No.
In this paper I would like, first of all, to offer some insights gained from our research into the question of the ways in which pursuit of lifelong learning among Japanese women door do not contribute toward the attainment of various outcomes that are associated with the concept of empowerment. My comments will be based primarily on the results of the NWEC survey conducted among students and also interviews of students and faculty/administrators at three Japanese universities E University, a women's private four-year university located outside of Tokyo, P University, a women's private four-year women's university in the Osaka area, and S University, a private coeducational four-year university in Tokyo which has both a day and evening division, and also the survey results obtained from women enrolled in learning programs offered at women's centers. I will also be referring to data obtained from my own study of adult women students and graduates from my university. I will make the argument, first of all, that in terms of enhancing women's personal development and personal enrichment for example, acquiring the ability to think more critically, expanding general knowledge and perspective, or becoming motivated to pursue further learning, the experience of engaging in lifelong learning certainly seems to have a very positive impact on Japanese women. The second point I will be making is that achievement of personal empowerment, in the sense of gaining greater self-confidence or the ability to reflect critically on oneself and one's surroundings, often becomes reflected in a positive way in other aspects of a woman's life. One respect in which it does so is in terms of how a woman comes to view her relationship with her spouse/partner and other family members and how they, in turn, come to view and relate to her. When we look at the impact of lifelong learning in terms of promoting Japanese women's participation and advancement in the workplace, however, the verdict is much less positive. Reasons for this include employment practices based on lifetime employment and seniority, gender segregation in the workplace, age discrimination, and the persistence of traditional attitudes regarding gender roles, especially among older Japanese men. Reflecting on the issue of lifelong learning and its impact on women's empowerment in the workplace, I would like to propose that even though the experience of undertaking learning for adult women may not directly or immediately lead to the realization of career-related goals, it is important to give due recognition to the fact that pursuit of learning can, and often does, Play a very significant indirect role in helping women advance along the path toward achieving those goals by laying an important foundation or groundwork. Thus, for example, in the case of women enrolled in universities, exposure to a variety of disciplines may lead them to discover an area of work or study they had not considered before and motivate them to undertake further study or to go into a different line of work. Or, Perhaps, a woman who takes a course in gender issues at a women's center and as a result comes to question the division of gender roles in her own family, may become emboldened to enlist the cooperation of her husband and children in performing household chores, thereby allowing her to have more time to engage in further learning related to some hobby or to obtain some type of work-related qualification. I would emphasize, therefore, the importance of looking at the relationship between pursuit of lifelong learning and career development as well as other forms of empowerment in this broader sense and over a longer span of time. In teaching university students and also in working with adult learners at various learning facilities and conducting training workshops and seminars for those who are responsible for planning and carrying out adult learning programs, my concern has been to explore and develop teaching/learning practices and strategies that are congruent with the goals of promoting learners' empowerment as well as sensitivity toward issues concerning gender. I would like to share some of the my thoughts on these matters as well in this paper.