The controversy over official state-approved history textbooks in Japan, which omit or play down many episodes of Japan's occupation of neighboring countries before and during the Pacific War, and which have been challenged by critics who favor a more historically balanced approach, goes to the heart of Japan's sense of itself as a nation. The degree to which Japan is willing to confront its past is not just about history, but also about how Japan defines itself at present, and going forward. This book examines the history textbook controversy in Japan. It sets the controversy in the context...
The controversy over official state-approved history textbooks in Japan, which omit or play down many episodes of Japan's occupation of neighboring co...
The controversy over official state-approved history textbooks in Japan, which omit or play down many episodes of Japan's occupation of neighbouring countries during the Asia-Pacific War (1931-1945), and which have been challenged by critics who favour more critical, peace and justice perspectives, goes to the heart of Japan's sense of itself as a nation. The degree to which Japan is willing to confront its past is not just about history, but also about how Japan defines itself at present, and going forward. This book examines the history textbook controversy in Japan. It sets the...
The controversy over official state-approved history textbooks in Japan, which omit or play down many episodes of Japan's occupation of neighbourin...
What kinds of discourses on a foreign country do young people in the United States bring to global studies classrooms? What does it mean for them to engage in a series of discourses in terms of their identity formations, when these discourses represent a particular kind of worldview? How should teachers deal with the tendency of the students to see foreign nations as the other? How can educational researchers study such discourses and the operation of othering at the level of everyday lives in schools? This volume answers these questions by critically examining the meaning(s) of Japan for...
What kinds of discourses on a foreign country do young people in the United States bring to global studies classrooms? What does it mean for them to e...
What kinds of discourses on a foreign country do young people in the United States bring to global studies classrooms? What does it mean for them to engage in a series of discourses in terms of their identity formations, when these discourses represent a particular kind of worldview? How should teachers deal with the tendency of the students to see foreign nations as the other? How can educational researchers study such discourses and the operation of othering at the level of everyday lives in schools? This volume answers these questions by critically examining the meaning(s) of Japan for...
What kinds of discourses on a foreign country do young people in the United States bring to global studies classrooms? What does it mean for them to e...
Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between "Western" and "indigenous" knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the states curricula documents, and schools exam-oriented pedagogical approaches. OHern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous...
Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dic...
Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between "Western" and "indigenous" knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the states curricula documents, and schools exam-oriented pedagogical approaches. OHern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous...
Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dic...
