Impact of geopolitical conflicts on education: challenges for mixed and immigrant families in East Asia

Abstract

Purpose This study aims to investigate the influence of geopolitical conflicts on the education of children from mixed and immigrant families in Japan and South Korea to determine effective ways of addressing related tensions.

Design/methodology/approach This study involves a thematic analysis of semi-structured interviews with 12 families living in Korea and nine families living in Japan. This research also explores how various ecological systems – family, school, community and society – interact during geopolitical conflict periods, thereby affecting educational outcomes.

Findings Key findings highlight diverse coping mechanisms used by the family members themselves when they are faced with challenges connected to education. They also demonstrate the importance of cultural capital and social capital for successful academic progress. Finally, they show that supportive ecological systems play a major role in ensuring positive development.

Research limitations/implications Expanding current research with large-scale quantitative research with results from other countries in Asia can allow the generalization of research findings.

Practical implications This study suggests practical mechanisms how social and cultural capital can support families during times of geopolitical tensions and related conflicts.

Social implications These results underline the need for culturally sensitive support systems and policies designed to enable mixed and immigrant families to enhance and use their social and cultural capital effectively.

Originality/value In this investigation, multiple disciplines are applied to find out mechanisms used by these families to mitigate the impact of geopolitical tensions and secure better educational outcomes for their children.