How is the knowledge embedded in a global institution such as psychiatry integrated into taken-for-granted understandings and everyday medical practice in a non-Western setting such as Japan? How can ethnographic research address this question without simplifying institutional complexity and cross-cultural variations? This paper argues that the ethnography of apprenticeship can resolve these tensions between global and local sources of cultural knowledge. Recent work in cognitive anthropology and practice theory has demonstrated the value of examining apprenticeship as a window onto dynamics of institutional production and reproduction. As an ethnographic strategy, the study of apprenticeship makes the processes through which knowledge crosses cultural boundaries accessible to research. Drawing on two years of ethnographic research on the training of Japanese psychiatrists, I describe the institutional structure in which psychiatric knowledge becomes embedded in newly trained psychiatrists. This system, known as the ikyoku system, reproduces many characteristics of Japanese organizational patterns. Examining the details of this system offers additional insight into the particular way in which psychiatric knowledge becomes situated in contemporary Japanese society. The theory of apprenticeship, however, has a much broader potential for informing ethnographic research strategies for studying contemporary global institutions.
Learning Japanese Psychiatry
Ferid Agani, Kalman Applbaum, Rohan Bastin, Daniel Breslau, Joshua Breslau, Ralph Cintron, Richard Daly, Andrew Davidson, Elissa Dresden, Andreas Glaeser, Van Griffith, Georg Henriksen, Michael Humphrey, Craig R. Janes, Ingrid Jordt, Roland Kapferer, Thomas M. Malaby, Barry Morris, June Nash, Alcida Rita Ramos, Steven Robins, Janine R. Wedel and Stevan Weine
Notes on Contributors