https://amrsjournals.com/index.php/jamres/issue/feed 2026-07-15T00:00:00+07:00 Asian Multicultural Research Studies editor@amrsjournals.com Open Journal Systems <p><strong>Journal of Asian Multicultural Research for Educational Study</strong> <strong>(JAMRES) </strong>ISSN <a href="https://portal.issn.org/resource/ISSN-L/2708-9703">2708-9703</a> is <span style="color: rgba(0, 0, 0, 0.87); font-family: 'Noto Sans', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">an international platform for scholars to publish research report, article review, and short communication</span>. <strong>JAMRES </strong>covers all the areas of research activities in all fields of Education such as Teacher education, <span class="tlid-translation translation" lang="en"><span class="" title="">Biology education</span></span>, Population education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Women education, Educational management, Education theory, Educational experiences, Special education, School curriculum, Curriculum theory, Academic disciplines, Moral education, Philosophy of education, University systems, E learning, Library and etymology, Board of education, Textbook, Collaborative learning, College, Comparative education, Compulsory education, Continuing education, Curriculum, Department of Education, Developmental Education, Educational technology, Educational animation, Educational philosophies, Educational psychology, Free education, Glossary of education, Grade (education), Homework, Humanistic education, CSPE (Civil, Social, and Political Education), Instructional technology, Language education, Learning, Learning community, Library, Life skills, Lifelong education, List of educators, ethical education, Online learning community.</p> https://amrsjournals.com/index.php/jamres/article/view/693 2026-03-04T14:14:50+07:00 Yuima Mizutani mizutaya@ucmail.uc.edu Claire Martin clairemartin@webster.edu David Sissac davidsissac3@gmail.com

<p>Japan is a place that values collectivism and harmony (Davison &amp; Peng, 2021); individuals who appear to be different can face challenges. Black individuals experience various challenges in society, including racial discrimination, systematic human rights violations (Brown, 2020), generational trauma specifically Post Traumatic Slave Syndrome (DeGruy, 2005), racial trauma (Martin, 2022), historical trauma, identity confusion, and inequities in social determinant of health (SDOH) impacting various aspects of lives (Miller et al., 2019). In this study, we used interpretative phenomenological analysis to examine the lived experiences of five Black participants who have lived in Japan during the BLM movement in 2020, a time when race relations were at the forefront. Some studies have examined the experiences of Black people in Japan (Russel, 2023). Our findings revealed three main themes and several sub-themes, which are discussed, including implications for counseling.</p>

2026-07-15T00:00:00+07:00 Copyright (c) 2026 Journal of Asian Multicultural Research for Educational Study https://amrsjournals.com/index.php/jamres/article/view/710 2026-06-19T10:29:50+07:00 Emmanuel Lucas Nwachukwu nwachukwuemmanue@gmail.com

<p>This study examined the influence of language policies on classroom inclusivity and the strategies employed by teachers to promote psychological inclusiveness in linguistically diverse secondary school classrooms in Aba Education Zone, Abia State, Nigeria. A descriptive survey design was adopted. Using stratified random sampling, 200 junior and senior secondary school teachers were selected. Data were collected via a structured four-point Likert-scale questionnaire and analyzed using descriptive statistics and inferential statistics (independent samples t-test; one-way ANOVA) at α = 0.05. Language policies exerted limited practical influence on psychological inclusiveness (cluster mean = 2.48), revealing a persistent policy-practice gap. Teachers nonetheless employed diverse inclusive strategies including differentiated instruction, code-switching, and culturally responsive pedagogy (cluster mean = 2.79). Key implementation barriers included inadequate training, resource deficits, and weak administrative support (cluster mean = 2.67). No statistically significant differences in inclusive strategy use were found by gender (t = 0.743, p = .458) or teaching experience (F = 1.032, p = .380). This study contributes empirical evidence on the disconnect between language policy intent and classroom reality in a linguistically complex Nigerian urban zone, offering actionable insights for policymakers, curriculum designers, and teacher educators.</p>

2026-07-15T00:00:00+07:00 Copyright (c) 2026 Journal of Asian Multicultural Research for Educational Study