Meaningful Connections: Sharing Culture to Find Common Ground
Michelle Barajas Perez (Osaka, 2023-present)
2024 USJETAA Microgrant Program Recipient
Interviewed by Bobby Nawbary (Aomori, 2024-present)
Michelle Barajas Perez’s path to Japan was not typical. With roots in small town rural California, her hometown of Los Banos is not a town where its people venture far from in their lives. The small agricultural town combines Mexican and American culture in unique ways. Whether it is the local church events blending seamlessly into family traditions or the schools celebrating Mexican and American holidays alike, opportunities to bring different communities together are abundant.
Michelle credits growing up in this environment as the first of many to broadening her world view. Family and cultural heritage have always been two of the strongest forces in Michelle's life. These forces would become her greatest asset on her journey to promote cross cultural understanding and finding her purpose.
Why Japan? At first glance it seems very different from your life in Los Banos…
Before the JET Program Michelle was able to experience life in Nagoya through a brief study abroad program offered by her university. She had just started her Criminal Justice degree at Stanislaus University.
“I fell in love with Japan in Nagoya. I took a chance on a study abroad program after a friend of mine told me about her experience there.”
Japan, while different from her life in Los Banos, was also quite similar in respect to how tight-knit everything felt. Michelle fell in love with day-to-day life in Japan.
“It was really the lifestyle, the safety and accessibility to everything. I was in a really international area and the amount of exposure to different cultures was something I thrived on.”
After her short stay in Japan and with the global pandemic starting to emerge, Michelle returned home. Her first foray outside of the country, while enriching, also left her wanting more. However, just as Michelle’s world began to open, many countries began closing their doors.
The pandemic halted a lot of people's dreams and aspirations of going abroad. How did you cope with this new reality?
Michelle living her best life in Japan!
“Well, it hit me hard. Really hard. I was actually on my way to Spain for another study abroad program when I got a notice that the U.S. Travel Advisory for Spain had changed to a Level 4: Do Not Travel. I spoke with my Study Abroad Advisor and we canceled my trip."
At this point Michelle was at a bit of a crossroads. She decided the next best thing would be to apply for a student position at the International Education department. It was here where she gained a new appreciation for connecting to international students. She felt at home advising students on the nuances of college life and American culture. Michelle's experience in Nagoya helped her identify with students experiencing a new culture and way of life.
“I think that even though Spain did not happen, I learned a lot from my time at the international department. This is also where my advisor told me about the JET Program. She really encouraged me to go for it! I really enjoyed Japan and the world seems to be opening up again, so I decided to just apply."
When you arrived on JET what were some of your goals and how did your placement affect you?
Sometimes JETs find themselves in situations where their initial goals and their placements don't align perfectly. Michelle was placed in a suburb on the outskirts of Osaka. Much like her hometown of Los Banos, Yao City was a bit removed from the larger metropolitan areas.
“My goals were to gain teaching experience and see if I like it. My placement was perfect for me. I am placed near a massive city, only 20 minutes by train, which I had never experienced before, but I'm far enough out of it to not feel overwhelmed by such a drastic change."
Michelle recognized how distinct the local culture was despite being under the shadow of Osaka. As the year went on and the months got colder a feeling of homesickness creeps its way into most JETs' hearts. But, seeing her local community celebrate their unique holidays inspired Michelle to share the familiar warmth of one of her culture’s biggest holidays with her students.
What was it that sparked the ambition to pursue USJETAA's Microgrant Program?
"Well when I first arrived in Japan, Obon was right around the corner. I began learning about it and made the connection between Obon and Dia de los Muertos, so I wanted to share that with my students. My first year I did a small lesson to expose the holiday to them but in my second year I wanted to give them an experience they'd remember. When this grant opened up I knew right away what I wanted to apply for."
America is known as a “country of immigrants’’ and it boasts a tremendous amount of cultural diversity in its holidays beyond the usual examples of Christmas, Fourth of July and Halloween. Michelle wanted to share that diversity in the form of Día de los Muertos but she wanted to do it in a way where the students could experience it hands-on.
“The making of the sugar skulls is so important to the experience, when I think about how I learned best…the most memorable things at school were the projects. Things I made. I needed some help to make it happen though.’’
Michelle received an email about USJETAA's JET Microgrant Program from her local JET area newsletter. The Program helps current US JETs fund projects in their local Japanese communities which introduce American culture and/or English language to students or community members. Any US JETs can submit an application and projects with the most potential to leave an impact are selected. Michelle contemplated applying and asked her supervisor if a larger project could be done. To her surprise, the school was on board, however this was just the beginning of her preparations. Michelle wrote letters to each of the student's parents explaining the purpose and benefit of the activity. She also created a budget and flyers with relevant background information and coordinated with theprincipal and other teachers to create a schedule.
“There is a lot that goes into it. I had to be sensitive to everything. I didn't want my students to show up at home with a sugar skull and have their parents confused, or worried. I made sure to ask my students to please share what they learned with their family, and hoped they accepted it with an open mind."
What did you want the students to learn?
“I wanted to teach the students why we make sugar skulls. They honor our family members and keep their memory alive. The skulls are placed on an ofrenda, it's a kind of altar similar to ones they have for Obon. Sharing this with them helped me show them that people from different countries and cultures have similar ways to honor their family.”
The lesson was taught in two parts. The first was explaining the significance of various symbols within Dios de Los Muertos and the second involved the students making the sugar skulls.
“Colors are such an important part of holidays. The way you decorate your sugar skull is important, it's how to show the personality of the person you are honoring, you choose their favorite colors, add facial details like glasses, or a mustache. You can get really creative with it and add their staple accessories."
Michelle's main goal was to help the students broaden their world view and help them find ways to connect to the world around them.
What does your culture mean to you? What are some things you learned about yourself?
Michelle working with her students on their sugar skulls.
“Culture is something no one can take from you. You can take it with you anywhere you go and share it with anyone. I realized that my culture is something I value and I want to continue to share it with people around the world."
Michelle has learned to be resourceful and to approach things with an open mind. JETs attempting to accomplish specific projects can often be met with some resistance. It takes a bit of perseverance and patience to get people on board. With the help of the USJETAA Microgrant Program and her school Michelle was able to leave a lasting impact on her local community.
“I learned I really love international communication and communities. I never thought I would have the opportunity to travel, coming from a small town and all, but I will never take this for granted and will continue to find different ways to connect different cultures.”
Giving the opportunity to travel and connect to others is something Michelle wants to do as a career. She is planning on attending graduate school in Japan to further that goal.
Do you have any advice for future JETs?
JETs can often find it difficult to leave home. Family is one of the biggest factors in deciding whether they feel comfortable moving thousands of miles away. Michelle offers her insight on how she decided to move abroad despite her family's uncertainty.
“Yes, my family at first was struggling to understand why I wanted to live abroad. They were used to life where people stayed in the town they grew up in. I told them that their sacrifices gave me opportunities and choices that I am beyond grateful for. This is me taking those opportunities and trying to make the most out of them.
Michelle has found her calling through the JET Program. She hopes to continue to contribute to US-Japan relations though her graduate work and beyond.
About Michelle Barajas Perez (Osaka, 2023-present)
Michelle Barajas Perez’s path to JET started in the small agricultural town of Los Banos, California. Her Mexican and American heritage has given her an appreciation for international collaboration and connection. Working as an International Education Student Assistant at Stanislaus University she helped many students transition successfully to academic life in the US. Her initial encounter with Japan through a study abroad program in Nagoya would later inspire her to pursue the JET Program. With support from USJETAA's Microgrant Program, she shared her Mexican-American heritage through a Día de los Muertos lesson. The lesson provided an opportunity for meaningful connection within her local community. She plans on working in the international education field and hopes to continue to contribute to US-Japan relations in the future.
The Senpai Spotlight series is brought to you through partnership between USJETAA and AJET’s CONNECT Magazine. The series features JET alumni from the US who have made successful careers for themselves in various fields—with the goal of inspiring young JETs and JET alumni to pursue their own dreams while also offering some words of advice only a senpai could know.
If you, or someone you know, would like to be featured as a Senpai Spotlight, please reach out to us at contact@usjetaa.org.
This edition of Senpai Spotlight was written by Bobby Nawbary who recently graduated with a Masters in Teaching English and found his way to Aomori with the JET Program. His passion for language and culture has led him to volunteer within State Department cultural exchanges and international student programs. He enjoys presenting his research at various conferences which involves helping students transition into higher education and become lifelong language learners. He also writes for Good Morning Aomori, a long standing JET-run publication. You can find more from Bobby here.
