Japanese community's history lives on through Chinese lion danceーNHK WORLD-JAPAN NEWS

Key Concepts

• Lion Dance (舞獅 - Wǔshī): A traditional Chinese dance performed during festive celebrations like the Lunar New Year, characterized by symbolic movements and rhythmic music.
• Post-WWII Repatriation: The historical context involving Japanese citizens who were left behind in China following the chaos of World War II and subsequently returned to Japan.
• Cultural Integration: The process of incorporating language and customs from different cultures into an educational curriculum to foster mutual respect and understanding.
• Intergenerational Connection: The bridge created between the elderly (repatriates) and the youth through shared cultural practices.

Historical Context and School Initiatives

The Ushioa Minami Elementary School in Kochi Prefecture, Japan, has maintained a 20-year tradition of performing the Chinese lion dance. This practice is deeply rooted in the local demographic history; the area served as a settlement for Japanese citizens who returned to Japan after being left behind in China following the conclusion of World War II.

To support these students and foster a culture of inclusivity, the school implemented specific educational programs:

• Bilingual Signage: Classrooms and administrative offices feature signs in both Japanese and Chinese.
• Cultural Curriculum: The school integrates Chinese language and customs into its daily operations to help students understand and respect the diverse backgrounds of their peers.

The Lion Dance Tradition

The lion dance serves as a living history project for the school. The performance is not merely a festive act but a deliberate effort to preserve the community's unique heritage.

• Preparation Methodology: Students undergo a rigorous one-month training period. The technical focus is on synchronizing the lion’s mouth movements precisely with the accompanying musical rhythm.
• Community Impact: The performance acts as a bridge between generations. For elderly residents like 84-year-old Assad Isamu—who lived in China as a child before returning to Japan at age 48—the performance serves as a poignant reminder of his upbringing, often evoking strong emotional responses.

Key Perspectives and Objectives

• Educational Goal: The school administration emphasizes that the primary objective is to ensure students understand the history of their community and keep the tradition alive for future generations.
• Student Perspective: Participants report a mix of nervousness and excitement, viewing the performance as an opportunity to share a significant cultural experience with those who have never witnessed it.
• Community Cohesion: The event is viewed as a vital mechanism for maintaining social bonds between the youth and the elderly, ensuring that the history of the repatriated citizens remains a central part of the local identity.

Synthesis and Conclusion

The lion dance at Ushioa Minami Elementary School is a sophisticated example of how educational institutions can utilize cultural performance to address historical trauma and promote social cohesion. By transforming a traditional Chinese art form into a school-wide project, the community successfully honors the experiences of post-war repatriates while providing students with a tangible connection to their local history. The initiative demonstrates that cultural preservation is most effective when it is actively practiced by the younger generation, thereby ensuring that the community's shared history remains relevant and emotionally resonant.