Japan’s School Curriculum for the 2020s : Politics, Policy, and Pedagogy

Japan’s school curriculum, revised for the 2020s, introduces new subjects and, perhaps more importantly, a new vision for teaching referred to as 'active learning'. This book examines the social and political realities that provided space for this unprecedented curriculum reform; the policymaking process through which it was refined; its envisaged pedagogy, and the intended and unintended outcomes of the new requirements, both on the ground in each school subject and across the education system. Finally, the book steps back to consider the possible future of ‘active learning’ and direction of the course of study in this decade and the next. This book will be of interest to those researching contemporary Japanese education, education policy, curriculum studies and equality of educational opportunity. Foreword Series Editor’s Introduction Contents Editors and Contributors 1 Revising the Course of Study for the New Knowledge Society 1.1 What Is the Course of Study? 1.2 The Advent of the Knowledge-based Society and the Perceived Need for Revision 1.3 New Content 1.4 New Pedagogy, New Assessment 1.5 The New Course of Study in Practice and in Wider Debates 1.6 The Chapters in This Volume 2 Reform Impact and Underlying Factors: A Changing Policymaking Process and Changing Education Policies in Japan 2.1 Introduction 2.2 The Policymaking Process Under the 1955 System 2.3 The Shift to a Prime Minister Led Policymaking Process 2.4 Characteristics of the Education Policymaking Process Today 2.4.1 The Shift to ‘Prime Ministerial Leadership’ 2.4.2 From Centralized Control to Local Control 2.4.3 Limited Authority at School Level 2.4.4 Actors in the Field of Education 2.5 Changing Education Policies and the Changing Education System 2.6 Conclusion References 3 Thirty Years of Education Reform: Previous Revisions of the Course of Study 3.1 Introduction: Overview on the Course of Study in Japanese Public Education 3.2 Institutional Framework of Education in Japan and Status of the Course of Study 3.3 Status of the Course of Study Under the Framework of Educational Administration in Japan 3.4 Thirty-year Reform of the Course of Study 3.5 Concluding Remarks: Critique of the Recent Reform of the Course of Study References 4 Active Learning 4.1 Introduction 4.2 History and Development of Active Learning in US Higher Education 4.3 Historical Background and Implementation of Active Learning in Japan 4.4 The Incorporation of Active Learning into Japanese Compulsory Education 4.4.1 The Disappearance of Active Learning from the Course of Study 4.5 Criticism and Opposition to Active Learning 4.6 Active Learning in Practice 4.6.1 Case Study 1: Junior High School/Geography 4.6.2 Case Study 2: Elementary School/Science 4.6.3 Discussion and Issues 4.7 Conclusion References 5 Evaluation and Assessment to Improve Student Outcomes 5.1 Introduction 5.2 Background 5.3 Evaluation and Assessment of Learning Outcomes 5.4 University Entrance Examination Reform and Issues Related to the Evaluation of the Ability to Learn 5.5 Conclusion References 6 Controversies Surrounding Revisions of the Course of Study for English Language 1989–2020 6.1 Introduction 6.2 Background 6.3 A Review of the Four Most Recent Course of Study Revisions: 1989, 1999, 2008/2009, 2017 6.3.1 The 1989 Revisions: General Context 6.3.2 The 1989 Revisions to the English Language Curriculum 6.3.3 The 1999 Revisions: General Context 6.3.4 The 1999 Revisions to the English Language Curriculum 6.3.5 The 2003 Action Plan 6.3.6 The 2008 Revisions: General Context 6.3.7 The 2008 Revisions to the English Language Curriculum 6.3.8 The 2017 Revisions: General Context 6.3.9 The 2017 Revisions to the English Language Curriculum 6.3.10 The Textbook Revision Process 6.4 English Language Teaching Reform: Problems and Obstacles 6.4.1 The Washback Effect of High School and University Entrance Exams 6.4.2 The Difficulty of the Subject 6.4.3 Student Motivation 6.4.4 Large, Mixed-Ability Classes 6.4.5 Teacher Beliefs and Attitudes 6.5 Inequality: Because not Everyone Needs English 6.5.1 Linguistic Minorities 6.6 Conclusion References 7 Policy Change in Moral Education: Working Through the Ministry of Education 7.1 Introduction 7.2 Formal Responses of the Ministry of Education 7.2.1 Following Cabinet Policy 7.2.2 Sensitive Issues 7.2.3 Active Learning 7.2.4 Curriculum Guidance 7.3 Working Through the Ministry of Education 7.3.1 Making Curriculum Guidance 7.3.2 Textbook Compilation, Approval, and Adoption 7.4 Outcomes for Moral Education Practice 7.5 The Role of the Ministry of Education References 8 The Study of Elementary Science: Aspects of Excellence and Equality 8.1 Debate Regarding Educational Content in the Course of Study for Science 8.1.1 The Status of Science and the Selection and Arrangement of Educational Content 8.1.2 The Educational Content of Rika Science and Diversity Aspects 8.2 Theoretical Background for the 2017 Revision of the Course of Study and Concrete Practices 8.2.1 Theoretical Background for the 2017 Revision of the Course of Study 8.2.2 The Specific Case of Rika Science 8.2.3 Learning Processes in Rika Science that Foster Competencies 8.3 Significance and Issues Concerning the Science Course for the 2020s 8.4 Conclusion References 9 Japanese-Language Education at Junior High School: Post-yutori, the PISA Shock, and the Abe Administrations 9.1 Revising the Course of Study for Japanese-Language Education 9.1.1 Post-yutori and the Introduction of Solid Academic Ability 9.1.2 The PISA Shock 9.1.3 Revisions Under the Abe Administration 9.2 The 2017 Course of Study 9.2.1 First Grade 9.2.2 Second Grade 9.2.3 Third Grade 9.2.4 Other Points of Note 9.3 Implications in Teaching and Textbooks 9.4 Concluding Remarks References 10 Traditional Art Education: The Case of Tea Ceremony (Chadō) 10.1 Introduction 10.2 Tea Ceremony for Ideal Women, for a Strong Country 10.3 Special Occasion 10.3.1 Kyoto 10.3.2 Akita 10.3.3 Combined Junior and High School Style 10.3.4 Private Girls School 10.4 Teaching Style 10.4.1 Anedeshi and Anideshi: Senior Apprentices 10.4.2 The Spirit of Tea, cha no kokoro 10.4.3 One Directional Teaching 10.5 Future Agenda 10.5.1 Ryūha (The Various Schools of the Art) 10.5.2 Instructors 10.5.3 Continuation 10.5.4 Parents Understanding of Traditional Arts 10.5.5 Comparing with Other Traditional Arts 10.6 Discourses & Analysis 10.6.1 Discourses 10.6.2 Cultural Nationalism? 10.6.3 Reproduction of Class and Gender 10.6.4 What Is Tradition? 10.7 Conclusion References 11 Equality of Educational Opportunity: Inequality in Japanese Education 11.1 Introduction 11.2 The Weight of Active Learning 11.3 The Myth of Merit and Learning Motivation 11.3.1 Relationship between Effort, Academic Achievement, and Family Background 11.4 Analyses of MEXT Data on Attainment and Class 11.4.1 Correlation Between Children’s Academic Performance and Their Family Background 11.4.2 Encouragement from Parents to Promote Their Children’s Academic Performance 11.4.3 Approaches of Schools That Have Succeeded in Raising the Academic Performances of Children Despite Challenging Home Environments 11.5 The Failure of Active Learning 11.5.1 Impact of Family Cultural Capital on Active Learning 11.6 Conclusion References 12 From Enthusiasm to Caution: Remaining Questions Surrounding the New Curriculum 12.1 The Rationale and Potential of the 2017 Curriculum 12.2 The Broader Education Policy Landscape 12.3 Global Policy Influences: Humanist or Economized 12.4 In Lieu of a Conclusion: Looking Forward References Index