Development Education in Japan: A Comparative Analysis of the Contexts for Its Emergence, and Its Introduction into the Japanese School System

Development Education in Japan: A Comparative Analysis of the Contexts for Its Emergence, and Its Introduction into the Japanese School System

Development Education in Japan: A Comparative Analysis of the Contexts for Its Emergence, and Its Introduction into the Japanese School System

Development Education in Japan: A Comparative Analysis of the Contexts for Its Emergence, and Its Introduction into the Japanese School System

Synopsis

Development Education in Japan provides a unique analysis of curricular change and micro-politics in Japanese schools that reveals why Japan is a decade behind in reacting to trends within social, political and economic contexts. Situated in the fields of comparative and international education and utilizing extensive interviews with secondary school teachers, Ishii provides an insightful explanation for the slow introduction of development education into the Japanese school system and suggests potential social, political and economic situations in which such introduction might occur.

Excerpt

This series of scholarly works in comparative and international education has grown well beyond the initial conception of a collection of reference books. Although retaining its original purpose of providing a resource to scholars, students, and a variety of other professionals who need to understand the role played by education in various societies or world regions, it also strives to provide accurate, relevant, and up-to-date information on a wide variety of selected educational issues, problems, and experiments within an international context.

Contributors to this series are well-known scholars who have devoted their professional lives to the study of their specializations. Without exception these men and women possess an intimate understanding of the subject of their research and writing. Without exception they have studied their subject not only in dusty archives, but have lived and traveled widely in their quest for knowledge. In short, they are “experts” in the best sense of that often overused word.

In our increasingly interdependent world, it is now widely understood that it is a matter of military, economic, and environmental survival that we understand better not only what makes other societies tick, but also how others, be they Japanese, Hungarian, South African, or Chilean, attempt to solve the same kinds of educational problems that we face in North America. As the late George Z.F. Bereday wrote more than three decades ago: “[E]ducation is a mirror held against the face of a people. Nations may put on blustering shows of strength to conceal public weakness, erect grand façades to conceal shabby backyards, and profess peace while secretly arming for conquest, but how they take care of their children tells unerringly who they are” (Comparative Methods in Education, New York: Holt, Rinehart and Winston, 1964, p. 5).

Perhaps equally important, however, is the valuable perspective that study-

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