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Sasu Katajamäki, MA Student, University of Turku

Voluntary Departure, an Ethnic Expulsion or Profitable Extortion? The “Semi-legal” Departure System of the Socialist Republic of Vietnam During the Vietnamese Refugee Crisis

Description of myself:  I am currently enrolled as a master’s degree student in East Asian studies at the University of Turku. Having interest in questions related to both human migration and authoritarian regimes, my thesis examines the context and policies which surrounded the departure of the Vietnamese refugees after the Vietnam war. It focuses on a system dubbed by researcher Ramses Amer as “Semi-legal” system departure, which was only open for ethnically Chinese Vietnamese. During a time of rapidly worsening Sino-Vietnamese relations ethnically Chinese Vietnamese started to be regarded as the “fifth column” and became a threat to nation-building of Vietnamese society. By examining the extortive system of “semi-legal” departure and the contexts which allowed it to emerge, I intend to link these regional, national and refugee crisis developments together into a cohesive narrative.

Yoko Tanabe, PhD, UCL Institute  of Education

A Comparative Study of Indigenous Education and Language Revitalisation in Japan and Norway

I am a doctoral candidate at the Institute of Education (IOE), University College London. My research interests lie in the area of Indigenous rights, language and education policy, particularly in the context of Japan and Norway. In June 2008, the government of Japan officially recognised the Ainu as an Indigenous people for the first time. In light of the 10th anniversary of this historical recognition, the main part of my doctoral dissertation reflects on the progress and challenges of Japan's Indigenous language revitalisation policy vis-à-vis Norway. In particular, I examine adult Indigenous learners' experiences and motivating factors in learning the Indigenous language(s) at given institutions in Japan and in Norway, respectively.  Drawing on the theory of language revitalisation (Fishman 1991; 2001) and motivation in second-language learning (Gardner & lambert, 1972; Dörnyei & Ushioda, 2009), the research aims to shed more light on motivating factors for Indigenous language revitalisation.