Educational Studies in Japan最新文献

{"title":"Taneichi Kitazawa's Reception of the Concept of Democracy: Interest as the Basis of Kyotsu-shugi (Commonism)","authors":"C. Enza","doi":"10.7571/ESJKYOIKU.13.153","DOIUrl":"https://doi.org/10.7571/ESJKYOIKU.13.153","url":null,"abstract":"This paper focuses on how Taneichi Kitazawa, a leading progressive education practitioner, received the concept of democracy, and reconsiders the meaning of democracy in Japanese progressive education, conventionally considered within the framework of early modern Japanese political ideology. Kitazawa, having gleaned the idea of “common interests” from John Dewey’s concept of democracy, focused on the social quality of interest and advocated a classroom management theory. Seeing shared interests as the basic principle of group formation, his theory of classroom management indicates the signifi cance of the classroom as a locus of “social life” and of “cooperative group projects.”","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"569 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134295002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ethnicity as Rigid Boundaries and Muted Differences: Japanese Youth Experiences at School","authors":"Yuko Kawashima","doi":"10.7571/esjkyoiku.13.123","DOIUrl":"https://doi.org/10.7571/esjkyoiku.13.123","url":null,"abstract":"Young people now more than ever live in a diverse, complicated world. In spite of the qualitative proliferation of diff erences, however, the current social situation in late-stage capitalism is articulated as superfi cial multiculturalism. Critically examining how bodies materially experience cultural boundaries is then important for enhancing the discussion on “multicultural co-existence” in Japan. This article explores how Japanese youth experience their senses of self in relation to ethnicity/nationality through looking into drama/theatre classes at a high school. Regarding school as an important site for youth self-formation, this research is situated within the critical educational research body exploring the interplay between schooling and youth aff ect. Applying Deleuze and Guattari’s concepts such as “territorialization” and “the education assemblage,” I examine the ways in which young people experience ethnicity/nationality as a singular event. The analysis is based on seventeen months of ethnographic research with high school students in Tokyo. I specifi cally look at their practices of mimesis, mimicking “the other” in acting or performance in drama class. Utilizing the tools of feminist poststructural ethnography, I analyze the narratives that emerged from observation in drama classes and in-depth interviews along with journal writing and assignments. As seen through repeated patterns, the analysis reveals how the identity categories of ethnicity/nationality rigidly function to territorialize youth, blocking possibilities for them to become otherwise. I then address some views that might have produced these experiences: humanistic views of people, formalistic educational aims and discursive practice around ethnicity/nationality. In conclusion, I refer to points toward oppositional educational practices at school. These points include critical refl ection on cultural diff erences being embedded in educational practices and active engagement with precarious relations. Finally, reframing learning by centring youths’ bodies, I call for more educational research with a Deleuzian approach. By shedding light on the comEthnicity as Rigid Boundaries and Muted Diff erences: Japanese Youth Experiences at School","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116311052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking of the Significance of Passions in Political Education: A Focus on Chantal Mouffe's “Agonistic Democracy”","authors":"Shouichi Yamanaka","doi":"10.7571/ESJKYOIKU.13.111","DOIUrl":"https://doi.org/10.7571/ESJKYOIKU.13.111","url":null,"abstract":"This paper discusses the significance of passions in political education through the consideration of Chantal Mouffe’s agonistic democracy. Mouffe points out the role of the passions that facilitate organizing political identities, and presents the risks of eliminating passions. The liberal interpretation of democracy intends to eliminate passions that prevent people achieving a rational consensus. On the other hand, the emphasis on rationality makes it easy for right-wing populism to mobilize people’s passions. In other words, the elimination of passions creates a situation in which dialogue with other political identities is diffi cult: this is the contradiction of the liberal interpretation of democracy. To avoid this, Mouff e suggests channels that express collective passions as democratic designs to disarm antagonistic passions. Mouffe’s democratic theory indicates the risk of a too optimistic understanding of the passions in political education which takes deliberative approaches. Also, this result suggests the necessity of reconsidering the position of passions in the political education. From the perspective of Mouff e’s agonistic democracy, the role of political education should be regarded as not elimination of passions but sublimation of antagonistic passions. To achieve this sublimation, we should facilitate participation in democratic practices. However, sublimation of antagonistic passions through democratic institutions is not always successful. If antagonistic passions are expressed in destructive forms, what should we do? This paper touches only briefl y on this point. Further studies are needed in order to contribute to this issue.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121755430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education for the Politics of “Voice”: Cavell, Butler, and Acknowledging Others","authors":"Kazuma Sogabe","doi":"10.7571/ESJKYOIKU.13.97","DOIUrl":"https://doi.org/10.7571/ESJKYOIKU.13.97","url":null,"abstract":"To address the modern political task of listening to the voices of excluded others, this paper will propose “the politics of voice” based on the thought of the American philosopher Stanley Cavell. It begins with a critique of Kelz’s comparison, in political terms, between Cavell and Judith Butler. Butler’s politics constantly challenges the norm by confronting its fi nitude and opening it to infi nite possibilities so that the opinions that are currently invisible can be recognized. No matter how much existing knowledge is thus renewed, however, the actual understanding of others with this new knowledge will remain narcissistic unless one gets out of the objectifying construction of “Othering” in which “I know you.” In contrast, Cavell teaches us another sphere of politics, where acknowledging others is indivisible from self-acknowledgment in that our “voices”—particular ways of inhabiting our everyday lives constituted by general knowledge—are simultaneously discovered in the form of fi nding out that they are absolutely different by accepting human epistemic finitude. After demonstrating the complementarity of Cavell’s and Butler’s politics through the example of slavery, I shall explore the prospects for political education from their respective ways of engaging with language.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115684761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modern Democratic Theories and Political Education in Japan","authors":"Yusuke Arai","doi":"10.7571/ESJKYOIKU.13.67","DOIUrl":"https://doi.org/10.7571/ESJKYOIKU.13.67","url":null,"abstract":"This paper examines the “subjectifi cation” function of political education in democracy, considering the present situation of political education in Japan. In particular, from the point of view of political science, it focuses on the relationship between democratic theories and political education and considers whether the possibility of the self-transformation of human beings is included in such theories. In Japan, the political education provided at school is aimed at conferring information and knowledge of the existing political system as a sovereign citizen, and at fostering attitudes toward and motivation for participating in politics. Political education in Japanese high schools tends to be biased towards the functions of “qualifi cation” and “socialization” in order to maintain political neutrality, as stipulated by the Basic Education Act of Japan. More fundamentally, what kind of political system people understand democracy and how people understand a citizen in the political system seem to contribute to the tendency as well. In order to consider the future direction of political education in Japan, we need discussion from a wider perspective through the theoretical reexamination of democracy. In the aggregative democracy model, a citizen’s preferences are treated as given. It is not concerned with how the citizen’s preferences were formed or how their values and preferences were changed as a result of interactions with others through participation in the political process. The deliberative democracy model, in contrast, takes the view that human beings can be transformed, and therefore there is an opportunity for political education. However, it has been pointed out that the deliberative democracy model restricts citizens from participating in deliberation because the model requires rational deliberation. Iris Young calls this internal exclusion and suggests communicative democracy as a democratic model to overcome it. Young’s communicative democracy advocates the importance of political education that opens up the possibility of self-transformation through interactions with others with diff erent views. Modern Democratic Theories and Political Education in Japan","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130898018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Educational is Political","authors":"P. Standish","doi":"10.7571/ESJKYOIKU.13.5","DOIUrl":"https://doi.org/10.7571/ESJKYOIKU.13.5","url":null,"abstract":"Many approaches to political education take it to involve the \u0000construction of particular sections of the curriculum in which political \u0000matters are addressed – named perhaps “civics” or “citizenship \u0000education”. While these approaches have often been beneficial, they \u0000are all also problematic and controversial in some degree. Moreover, it \u0000is sometimes said that political education operates across a wide \u0000range of what happens in educational institutions – for example, in \u0000the ways of behaving that are promoted inside and outside the \u0000classroom, in the general ethos of the school or college, and through \u0000its marking of significant dates or events. The approach adopted in \u0000this paper takes a more radical line, however, in that it resists the \u0000restriction of the political that these approaches assume. This is not to \u0000argue for the mobilization of schools and other educational \u0000institutions as instruments of politics. It is rather to try to show that \u0000matters of political significance are pervasive of the curriculum. The \u0000substance of the curriculum is an expression of what the culture \u0000takes to be important and of the values that the culture wishes to \u0000pass on. The fostering of those values must have some effect on the \u0000kind of society that is then promoted, and indeed this must be \u0000inherent in the aims of education.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"229 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133557736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dewey's Democratic Conception in Education and Democratic Schooling: Lessons from the United States for Japan in a Time of Democracy in Crisis","authors":"Naoshi Kira","doi":"10.7571/ESJKYOIKU.13.55","DOIUrl":"https://doi.org/10.7571/ESJKYOIKU.13.55","url":null,"abstract":"Democracy is in crisis around the globe, especially in the United States due to the results of the presidential election in 2016; it is now a bitterly divided society. In this context, this article reviews the democratic conception in education presented by John Dewey as his Democracy and Education celebrated its centenary also in 2016. A few key concepts of Dewey’s ideas and structural features of democratic schooling were combined to develop a conceptual framework to analyze democratic schooling. Then, two U.S. democratic schools were comparatively analyzed using the conceptual framework, including participation in a small diverse community. This study concluded that democratic schooling has enormous potential to educate citizens who can become the eff ective agents of change desperately needed in the larger society, although the number of schools which systematically implement it is limited due to various obstacles. Lessons for Japan include the idea that giving students the authority to decide what to learn and how to learn it can lead them to take responsibility for their own education. There is anecdotal evidence that many graduates of the first democratic school examined here work in service and social justice professions, so further research is needed to pursue this theme along with others.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134368000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reorienting Cosmo-Global Education: The OECD, Derrida, and the Hospitality of Thinking","authors":"E. Williams","doi":"10.7571/ESJKYOIKU.13.23","DOIUrl":"https://doi.org/10.7571/ESJKYOIKU.13.23","url":null,"abstract":"The recent introduction by the Organisation for Economic Cooperation and Development of the notion of ‘global competence’ appears to install cosmopolitan understanding at the heart of education across the globe. Yet how far does the OECD notion, and the broader models of global education it means to stand for, consolidate a picture that fails to do justice to the complex nature of human interpersonal and intercultural ethics? In this paper, I draw out limitations in the OECD notion of global competence and its recommendations for educational practice. Through an exploration of Jacques Derrida’s thinking on the theme of hospitality, I try to give substance to the critical destabilisation of the philosophical assumptions on which the OECD picture depends. Existing attempts to utilise Derrida’s philosophy in relation to questions of politics and education can rely on sensational language to do too much of the argumentative work. I approach Derrida’s thinking on hospitality via certain narratives, including scenes from Nobel Prize-winning novelist J.M. Coetzee’s Waiting for the Barbarians. I then consider Derrida’s painstaking consideration of the nature of our lives in language to further develop the idea that hospitality involves a displacement of the self. These lines of thought, I conclude, suggest alternative possibilities for political education to those currently recognised in predominant discourses. They reveal how practices of writing, reading, and study in the humanities can provide a richer and more robust means of developing the receptivity of thinking called for by cosmo-global education.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130216405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Edited by Yoko Yamasaki and Hiroyuki Kuno, Educational Progressivism, Cultural Encounters and Reform in Japan","authors":"P. Shorb","doi":"10.7571/esjkyoiku.13.169","DOIUrl":"https://doi.org/10.7571/esjkyoiku.13.169","url":null,"abstract":"In tandem with Routledge’s recent volume, The History of Education of Japan, 16002000 (Tsujimoto and Yamasaki eds., 2017), the current work is a useful primer for overseas academics wishing to familiarize themselves with the history of modern Japanese education practice. The volume adopts three general approaches that warrant further comment. First, by choosing to look at educational change through the lens of progressive education, this volume provides a “much-needed corrective” to stereotypical images of Japanese education as being overly “formal,” conservative and tradition-bound (p. 1). Yoko Yamasaki’s overview (Chapter 1) of early 20 reformist movements challenges this impression, and this point is emphasized throughout the book. Hiroyuki Kuno’s and Kie Fujiwara’s analyses (Chapters 2 and 3, respectively) of state-sponsored normal schools, for example, document the ways reformist institutions could –through their high number of kengaku (observer) visitors and active publishing of research (pp. 32, 47) -infl uence the nation’s broader education system. Masayuki Haga’s essay (Chapter 4) also traces the ways leading artists, such as Kanae Yamamoto and Hakutei Ishii, propagated a new, “expressive” arts education. By highlighting the ways these reformist trends infl uenced broader public discourse, the essay suggests a reason why Japan has –in stark contrast to the perennial budget cutting within the United States and other western countries—remained consistently supportive of “creative” education. Finally, Ayako Kawaji’s article (Chapter 7) on the Daily Life Writing Movement explores how reformist pedagogy could become a nation-wide, grass-roots phenomenon. Kawaji follows the development of Daily Life Writing from the “free subject” pedagogy of the late Meiji, through the socially engaged, critical approaches of the 1930s, to the collaborative “logic of living” discourses of the postwar period. These essays present vivid examples of diverse historical actors creating alternatives to state-imposed, education orthodoxy. Educational Progressivism, Cultural Encounters and Reform in Japan","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116041659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating postcolonial predicaments in/through comparative and international educational research: A reflection on Komatsu and Rappleye's interventions","authors":"Keita Takayama","doi":"10.7571/esjkyoiku.16.71","DOIUrl":"https://doi.org/10.7571/esjkyoiku.16.71","url":null,"abstract":"This paper begins by revisiting my earlier critical review of the international scholarship on Japanese schooling (Takayama, 2011). In this work, I critiqued three books on Japanese schooling, by Ryoko Tsuneyoshi (2001), Nancy Sato (2004), and Peter Cave (2007), along with other English-language schol-arships on Japanese education. Drawing on a postcolonial critique of culture and difference, my work identified the underlying culturalist logic of the exist ing literature, where the cultural binary of Japan (East) vs West was unprob-lematically accepted and reinforced, the homogeneity of Japan was assumed, and culture was conceptualized as the predominant force shaping Japanese pedagogic practices. Erased from the discussion of Japanese education, it was suggested, were power and domination and the role of culture in perpetuating the ideology of cultural homogeneity and uneven relations in/through Japanese schooling. More than ten years later, this paper reassesses this critique in light of the emerging scholarship of Hikaru Komatsu and Jeremy Rappleye. who draw on a similar culturalist discourse of Japanese pedagogy and explicitly mobilize the ‘Japanese difference’ thus generated to peculiarize and parochial ize the Western cultural premises of ‘best practices’ promoted by international organizations. Through critical engagement with their research, I identify five themes/challenges around which the broader implications of their research are explored, while demonstrating how doing so has also forced me to rethink my earlier critique.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128408760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}