This volume investigates the "global education effect"—the impact of global education initiatives on institutional and individual practices and perceptions—with a special focus on the dynamics of border-construction, recognition, subversion, and erasure regarding "Japan". The Japanese government’s push for global education has taken shape mainly in the form of English-Medium Instruction programs and bringing in international students who actually serve as a foreign workforce to fill the declining labour force. Chapters in this volume draw from education, anthropology, sociology, linguistics, and psychology to examine the ways in which demographic changes, economic concerns, race politics, and nationhood intersect with the efforts to "globalize" education and create specific "global education effects" in the Japanese archipelago.
This book will provide a valuable resource for anyone who is interested in Japanese studies and global education.
'This is an impressively comprehensive, multi-disiplinary, and up-to-date volume on the cultural politics in global education in Japan. While other texts on this contemporary issue tend to be factual and descriptive, this edited book takes the very assumption of difference and border-crossing behind global education policy and discourses as a starting point to investigate how various identities—“native” and “non-native” Japanese speakers, “international and foreign students,” and “Japanese” students, low and high-skilled workers—are constructed. The volume covers a wide range of issues from assertion of cultural homogeneity, essentialism, xenophobia, and the protection of “tradition,” English hegemony, the intersection of education and immigration policies, and the complex effects of new institutional arrangements designed to “globalize” education in the context of low birth rate and dire foreign labour need. Global education becomes a prism to understand urgent socio-political issues in Japan from demographic changes, economic concerns, race politics, and regimes of mobility. A must read for everyone who is interested in Japanese studies and global education.' - Jennifer Chan, Associate Professor, Faculty of Education, University of British
Series Editors’ Foreword
List of figures
List of tables
Part I Settings
Chapter 1. Introduction: Borders, Japan, and Global Education Effect (Neriko Musha Doerr)
Chapter 2. Tracing the Developments of the “Global Education Effect” in Japanese Higher Education: Discourses, Policy, and Practice (Gregory Poole, Hiroshi Ota, and Mako Kawano)
Chapter 3. Japan’s New “Immigration” Policy and the Society’s Responses (Uichi Kamiyoshi)
Part II Tracing Effects
Chapter 4. “Ryūgakusei” as Students, Workers or Migrants? Multiple Meanings and Borders of the International Students in Japan (Miloš Debnár)
Chapter 5. Global Education’s Outcomes and Improvement: The Role of Social Markers of Acceptance in Constructing Japanese Identity and Ingroup Boundaries (Adam Komisarof)
Chapter 6. “Post Study Abroad Students,” “Never Study Abroad Students,” and the Politics of Belonging: The Global Education Effect of Japan’s English-Medium Campus (Neriko Musha Doerr, Gregory Poole, and Roy Hedrick III)
Chapter 7. Translanguaging Practices within an Ideology of Monolingualism: Two Autoethnographic Perspectives (Ngọc Anh Đỗ and Gregory Poole)
Part III Projects for Transformations
Chapter 8. Refracting Global Imaginations through Collaborative Autoethnography and Teaching: Reflections from Two “Border Crossing”/“Returnee” Academics in Japan (Yuki Imoto and Tomoko Tokunaga)
Chapter 9. “The Sea”: Benefits of Discussing Controversial Issues in Second/Foreign Language Teaching (Saeri Yamamoto)
Chapter 10. “Ekkyō bungaku” as crossing the border of language: Implications for learners of Japanese (Yuri Kumagai)
Chapter 11. Use of the Border Dynamics for Educational Purposes (Yuko Abe)
Chapter 12. Conclusion: Global Education Effects and Future Directions (Neriko Musha Doerr)
This series focuses on the politics of education in Asia, inquiring into the processes of education reforms in the region in ways that foreground issues of equity, access and power relations. The series especially welcomes contributions that document the complex and contradictory interactions among various education agents and agencies in Asia – ministries of education, state boards and agencies, schools, teachers and teacher unions, university departments of education, local interest groups, the media, international standards agencies and global educational reform discourses. In thus illuminating the multiple sites of conflict and contestation both between and within the state and these agents, such a collection highlights the ways in which struggles over education in the region continue to reflect struggles over visions of social order, the unequal distribution of knowledge and opportunities, and entrenched relations of power and social control.
Among the questions the book series pursues include:
What do emerging understandings of civil society in Asia tell us about the ability of states to hold on to a singular conception of legitimate knowledge?
What are the discursive spaces created by democratic movements and what is their potential for counter-hegemonic educational work?
What happens to "non-official", popular and/or traditional knowledges and cultures, how are these positioned (if at all) and what sites of resistance do they create?
What are the fields of power within which counter-hegemonic groups are working, what ideals and ideologies are they coalescing around and how does the state provide – or concede – spaces for some of these groups?
In a region marked by the brutal histories of colonialism, how are new waves of education reforms emanating from the West and supra-national organizations such as the OECD negotiated and appropriated?
Given the rising levels of education of its citizens and the democratization of new media, what tensions and challenges do states encounter in continuing to use the curriculum as a form of social control?
These research questions are framed by a larger interest in the politics of education in the region and will draw upon interdisciplinary analyses of history, cultural studies, political science, economics, gender studies, sociology, globalization studies, philosophy and epistemology.