Migrants in Japan

This essay examines the educational interests and challenges faced by Muslim immigrant families in Japan. It delves into the type of education these families seek for their children and the academic hurdles they encounter in a foreign cultural landscape. The analysis is based on qualitative interviews conducted by the author in 2001, who visited various mosques in Tokyo to engage with over 50 families. A primary concern among these Muslim immigrants is the education of their children, reflecting both their hopes and anxieties.

1. Introduction

In the late 1980s, Japan experienced a labor shortage coupled with a strong yen, leading to an influx of immigrants, including many from Muslim-majority countries. These immigrants came with diverse skills, ranging from business expertise to manual labor, primarily hailing from nations such as India, Pakistan, Iran, Bangladesh, Sri Lanka, Thailand, and the Philippines (Miyata, 2000). Many of these immigrants found community and spiritual solace in mosques, which serve as important cultural and religious hubs. However, comprehensive demographic data on the Muslim population in Japan is scarce, as the Ministry of Internal Affairs and Communications does not categorize residents by religion. According to the Islamic Center Japan, the Muslim population is estimated at around 200,000, representing less than 0.2% of Japan’s total population, with approximately 50,000 individuals being Japanese citizens who converted to Islam (Miyata, 2000).

2. Educational Aspirations of Muslim Families

One of the primary concerns for Muslim families in Japan is the education of their children, particularly in maintaining their Islamic identity. The lack of Islamic schools forces Muslim parents to rely on private education, which poses significant challenges. Many parents express anxiety about the influence of Japanese culture on their children and feel that establishing Muslim schools is essential for preserving their cultural and religious values. This sentiment is echoed in the following quote: “In Japan, there are no religious schools for Islamic education, so Muslims must rely on private instruction. Such lack of religious education troubles those devout Muslims trying to solve the dilemma of how to educate their offspring” (Miyata, 2000, p. 215).

3. Islamic Education and Cultural Preservation

The core of Islamic education revolves around the study of the Quran, which is integral to a Muslim's daily life. Young Muslims are expected to learn the Five Pillars of Islam, proper worship practices, and Quran memorization. Unlike in Muslim-majority countries, where Quranic studies often take place in mosques or small houses of worship, Muslim children in Japan face challenges in accessing structured religious education. Many parents seek to enroll their children in madrasahs, which provide a higher quality of Islamic education compared to traditional Japanese schools.

4. Challenges Faced by Muslim Parents

While some Muslim families enroll their children in Japanese public schools, many express dissatisfaction with the lack of Islamic education offered. The following cases illustrate the sentiments shared among parents:

5. The Role of Volunteer Teachers

In light of the educational values of Muslims in Japan, I interviewed volunteer teachers from local mosques. They emphasized the necessity of imparting Islamic teachings to children, highlighting the importance of starting education at a young age. Mr. S., a volunteer teacher from Ghana, stated, “The most important thing for the kids is to learn the Islamic rules and live according to those rules. It is essential to study the Quran, starting as young as three years old.”

6. Conclusion

The interviews conducted reveal a strong desire among Muslim immigrant families to establish educational institutions that reflect their values and beliefs. Parents are concerned about the cultural influences their children may encounter in Japanese schools and seek to create environments where their Islamic identity can flourish. Building Muslim schools is seen as a vital step in achieving consistency between home, education, and community, thereby safeguarding their children's cultural heritage.