The inescapability of politics? Nationalism, democratization and social order in Japanese education
Bibliographic Data
| ID | 20040676 |
|---|---|
| Authors | Peter Cave (0000-0003-2101-8640, Institute of Japanese Studies, corresponding author) |
| Year | 2009 |
| Pages | 48-67 |
| Publication date | 2009-01-13 |
| Open Access | No |
| Type | CHAPTER |
| Venue | Education as a political tool in Asia (SOURCE_BOOK) |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.4324/9780203884669-8 |
| OpenAlex | W572177864 |
| ISBN | 9780203884669 |
| Language | EN |
| Citations received | 2 |
Before 1945, schools were a vehicle for nationalism and modernization, with nationalism taking a decisive front seat from the 1930s onwards. After 1945, education was seen by the Allied Occupation as a key instrument for transforming Japan into a democratic, peaceful country. The main aims of education policy under the Occupation were democratization, decentralization and egalitarianism. After the restoration of Japanese sovereignty in 1952, conservative education ministers asserted that the use of the flag and anthem in schools was ‘desirable’, as did the national curriculum from 1958 onwards. Alongside the education of democratic citizens, Japanese schools have also played a further key role that might be considered political – they have contributed to social order through their educational and socializing efforts. As has frequently been pointed out, schools in Japan have come to be held responsible for aspects of socialization that in many other countries are seen as the preserve of the family
Democracy · Democratization · Economics · Nationalism · Political science · Politics · Sociology · Gender Studies · Global Education and Multiculturalism · Japanese History and Culture · Law
| Citations per year | 0.15 |
|---|---|
| Citation span | 2013 - 2023 (11) |
| Highly cited | No |