Decolonial interventions in the postwar politics of Japanese education: Reassessing the place of Shinto in Japanese language and moral education curriculum

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Keita Takayama
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引用次数: 1

Abstract

Much of postwar politics in Japanese education has revolved around the tensions between conservative’s retrogressive desire for the imperial past on the one hand and the liberal-left’s progressive agenda on the other. The former demands a return to the teaching of traditional (Confucius) family values, patriotism and Shinto-inspired reverence (awe) towards the universe, while the latter demands teaching for rational, critical minds deemed essential for democratic citizenship. This binary structure of political contestation is increasingly problematized by the emerging political sensibilities around the ecological crisis and eco-feminist critique of human exceptionalism, hype-separation between human and nature and ontological individualism. The chapter demonstrates how the new ecological and decolonial literature demands a fundamental rethinking of the postwar politics of Japanese education, in particular, in relation to the place of Shinto—the Japanese indigenous belief system—in school curriculum. It exposes the limitations of the postwar liberal-left discourse which has reduced Shinto to nothing but the conservatives’ retrogressive desire to ‘return.’ The chapter concludes, drawing on Chen’s (2010) notion of de-cold-war politics, that the Cold War framing of education policy debate must be overcome to unleash the decolonial and ecological potentials of Japanese education towards addressing the pressing sustainable challenges today.  
战后日本教育政治中的非殖民干预:重新评估日本神道教在日语和道德教育课程中的地位
战后日本教育中的许多政治问题都围绕着保守派对帝国历史的倒退渴望与自由左派的进步议程之间的紧张关系展开。前者要求回归传统的(孔子的)家庭价值观、爱国主义和神道教(shinto)对宇宙的敬畏,而后者则要求培养理性、批判的思维,这些思维被认为是民主公民必不可少的。围绕生态危机和生态女性主义对人类例外论的批判、人与自然的夸张分离和本体论个人主义的政治敏感性日益使这种二元政治争论结构受到质疑。本章展示了新的生态和非殖民化文学如何要求对战后日本教育的政治进行根本性的反思,特别是与神道教(日本本土信仰体系)在学校课程中的地位有关的反思。它暴露了战后自由左翼话语的局限性,这种话语将神道教贬低为除了保守派倒退的“回归”愿望之外什么都没有。本章总结,借鉴陈(2010)的去冷战政治概念,必须克服冷战框架的教育政策辩论,以释放日本教育的非殖民化和生态潜力,以应对当今紧迫的可持续挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Revista Espanola de Educacion Comparada
Revista Espanola de Educacion Comparada EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
5.90%
发文量
19
审稿时长
15 weeks
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