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Japan’s School Curriculum for the 2020s

Politics, Policy, and Pedagogy

  • Book
  • © 2022

Overview

Editors:
  1. Akito Okada

    1. Graduate School of Global Studies, Tokyo University of Foreign Studies, Tokyo, Japan

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    You can also search for this editor in PubMed   Google Scholar

  2. Sam Bamkin

    1. Graduate School of Education and Institute for Advanced Studies on Asia, University of Tokyo, Tokyo, Japan

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    You can also search for this editor in PubMed   Google Scholar

  • Examines the social and political circumstances and policy processes that underpin the recent curriculum reform
  • Discusses its intended and unintended pedagogic and social outcomes, against Japan's history of curricula reform
  • Incorporates perspectives from classroom practice and practitioner debates into theoretical analysis

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xviii
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  2. Revising the Course of Study for the New Knowledge Society

    • Akito Okada
    Pages 1-11

  3. Reform Impact and Underlying Factors: A Changing Policymaking Process and Changing Education Policies in Japan

    • Kosuke Kasai
    Pages 13-33

  4. Thirty Years of Education Reform: Previous Revisions of the Course of Study

    • Ryo Sasaki
    Pages 35-43

  5. Active Learning

    • Viveka Ichikawa
    Pages 45-66

  6. Evaluation and Assessment to Improve Student Outcomes

    • Naohiro Iida
    Pages 67-81

  7. Controversies Surrounding Revisions of the Course of Study for English Language 1989–2020

    • Robert W. Aspinall
    Pages 83-101

  8. Policy Change in Moral Education: Working Through the Ministry of Education

    • Sam Bamkin
    Pages 103-120Open Access

  9. The Study of Elementary Science: Aspects of Excellence and Equality

    • Mamoru Onuki
    Pages 121-145

  10. Japanese-Language Education at Junior High School: Post-yutori, the PISA Shock, and the Abe Administrations

    • Asuka Ohagi
    Pages 147-162

  11. Traditional Art Education: The Case of Tea Ceremony (Chadō)

    • Kaeko Chiba
    Pages 163-180

  12. Equality of Educational Opportunity: Inequality in Japanese Education

    • Akito Okada
    Pages 181-194

  13. From Enthusiasm to Caution: Remaining Questions Surrounding the New Curriculum

    • Sam Bamkin
    Pages 195-206

  14. Correction to: Policy Change in Moral Education: Working Through the Ministry of Education

    • Sam Bamkin
    Pages C1-C1Open Access

  15. Back Matter

    Pages 207-210
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Keywords

About this book

Chapter 7 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Editors and Affiliations

  • Graduate School of Global Studies, Tokyo University of Foreign Studies, Tokyo, Japan

    Akito Okada

  • Graduate School of Education and Institute for Advanced Studies on Asia, University of Tokyo, Tokyo, Japan

    Sam Bamkin

About the editors

Akito Okada is Professor at the Institute of Global Studies, Tokyo University of Foreign Studies, where he coordinates the International Students’ Education Program (ISEP TUFS), and is responsible for the supervision of students from undergraduate to doctoral level. As an alumnus of the Department of Education, Oxford University, he completed his DPhil in Comparative and International Education in 1998 under the supervision of Professors David Phillips and Roger Goodman. His research interests include: education policy and reform; comparative and international school education; intercultural communication; education for international understanding; and international student education.
 
Sam Bamkin is MEXT Research Scholar, currently researching at the University of Tokyo Graduate School of Education and Institute for Advanced Studies on Asia. He is Churchill Fellow; Adjunct Research Fellow, Research and Clinical Center for Child Development, Hokkaido University; and Visiting Lecturer in Intercultural Communication, Leicester Castle Business School, De Montfort University. He was formerly Senior Lecturer in Education at De Montfort University. His research interests include: the enactment of curriculum reform; changes in the policymaking process; moral education policy and practice; and intercultural communication.

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