OXFORD STUDIES IN COMPARATIVE EDUCATION

Contents

Robert Cowen. Foreword

David Blake Willis & Jeremy Rappleye. Reimagining Japanese Education in the Global Conversation: borders, transfers, circulations, and the comparative

Jeremy Rappleye & Takehiko Kariya. Reimagining Self/Other: ‘catch-up’ across Japan’s three great education reforms

Marie Højlund Roesgaard. ‘The Ideal Citizen’, Globalization, and the Japanese Response: risk, gate-keeping, and moral education in Japan

Ryoko Tsuneyoshi. The ‘Internationalization’ of Japanese Education and the Newcomers: uncovering the paradoxes

Robert W. Aspinall. Globalization and English Language Education Policy in Japan: external risk and internal inertia

Christopher Bjork. Imagining Japan’s ‘Relaxed Education’ Curriculum: continuity or change?

Aaron L. Miller. Beyond the Four Walls of the Classroom: ‘real’ and ‘imagined’ change in Japanese sports and education

Mayumi Ishikawa. Redefining Internationalization in Higher Education: Global 30 and the making of global universities in Japan

Manabu Sato. Imagining Neo-Liberalism, the Hidden Realities of the Cultural Politics of School Reform: teachers and students in a ‘globalized’ Japan

Keita Takayama. Reconceptualizing the Politics of Japanese Education, Reimagining Comparative Studies of Japanese Education

Takehiko Kariya. Afterword

Contributors

Robert W. Aspinall is a Professor in the Faculty of Economics, Shiga University, where he teaches politics and inter-cultural communication. He is the author of Teachers’ Unions and the Politics of Education in Japan (SUNY 2001) and various articles on education policy and administration, and internationalization. He has experience as a secondary school teacher in his native England as well as Japan and is always concerned with the effects of theory and policy on the real lives of teachers and students.

Christopher Bjork teaches in the Education Department at Vassar College in New York. His research focuses on educational reform in Asia, educational decentralization, and teaching cultures in Japan and Indonesia. He is currently working on a book that explores the goals and effects of Japan’s relaxed-education policies.

Robert Cowen is Emeritus Professor of Education in the University of London Institute of Education and a Senior Research Fellow of the University of Oxford Department of Education, and the Immediate Past President of the Comparative Education Society in Europe. His recent publications include the International Handbook of Comparative Education (edited with Andreas Kazamias; Springer, 2009).

Mayumi Ishikawa is Associate Professor, Office for International Planning & Programs and School of Human Sciences, Osaka University, Japan. She conducts research as part of the university’s international policy formulation and strategy planning initiatives. Her research focuses on globalization of higher education, its impact on knowledge constructions, and the status of internationalization both at micro and macro levels, with particular attention to the mobility of students/scholars and the emergence of hegemony in academia.

Takehiko Kariya is Professor in the Sociology of Japanese Society at Nissan Institute of Japanese Studies and the Department of Sociology, University of Oxford. Before coming to Oxford, he had taught sociology of education at the Graduate School of Education, the University of Tokyo, for nearly two decades and has published more than 12 books in Japanese. A translation of one of his most widely read books in Japanese will appear under the title Education Reform and Social Class in Japan (Routledge, 2011).

Aaron L. Miller is Assistant Professor and Hakubi Scholar at Kyoto University, affiliated with the Graduate School of Education. He holds degrees in political theory (BA UCLA 2002, with honors) and socio-cultural anthropology (MSc 2006, with distinction, and DPhil 2009, University of Oxford). He researches education, sports, discipline and culture. As a Visiting Scholar at Stanford University’s Center on Adolescence, he is undertaking a comparative historical and ethnographic project regarding the idea of education in Japanese and American sports.

Jeremy Rappleye is currently a Japan Society for the Promotion of Science Special Research Fellow at the University of Tokyo, having recently completed his doctoral studies at the University of Oxford. His main research interests are the processes and politics of educational transfer, past and present. His most recent works include a volume entitled Educational Policy Transfer in an Era of Globalization: theory-history–comparison (Peter Lang, 2011) and a chapter in the forthcoming World Yearbook on Education entitled ‘Reimagining Attraction and ‘Borrowing’ in Education: introducing a political production model’ (Routledge, 2012).

Marie H. Roesgaard is Associate Professor of Japanese Studies, Department of Cross-Cultural and Regional Studies, University of Copenhagen, Denmark, where she has taught since 1994. Her research interests include educational reform, shadow education, value education, construction of order and meaning, globalization, the risk society and cosmopolitanism. She teaches classes on Japanese society and Japanese language at the University of Copenhagen.

Manabu Sato is Professor of the Graduate School of Education, University of Tokyo, serving as the Dean from 2004 to 2006. President of the Japanese Education Research Association from 2004 to 2009, he was a visiting professor at Harvard University and other universities, and has worked extensively and intensively with many schools and school leaders in Japan, believing in the central importance of school leaders and teachers in nurturing learning communities. He has published more than 20 books, edited over 100 books, and has nearly 200 academic papers in Japanese. Many of his works have subsequently been translated into English, French, German, Spanish, Chinese and Korean, among other languages.

Keita Takayama is a Lecturer in the School of Education, University of New England, Australia, where he teachers sociology of education and multicultural/antiracist education. His current research interests include the impact of the Organisation for Economic Co-operation and Development (OECD) on education policy in multiple nations and transnational exchange and production of subjugated knowledge in education.

Ryoko Tsuneyoshi is a Professor of Comparative Education at the Graduate School of Education, University of Tokyo. She received her PhD from the Sociology Department at Princeton University. Her focus is on the cross-cultural comparisons of schooling and socialization, and she has done extensive fieldwork in schools in Japan and the United States. Her books include Minorities and Education in Multicultural Japan: an interactive perspective, co-edited with O. Kaori & S. Boocock (Routledge, 2010), and The Japanese Model of Schooling: comparisons with the United States (RoutledgeFalmer, 2001).

David Blake Willis is a Professor of Anthropology and Education in the School of Human and Organizational Development, Fielding Graduate University, Santa Barbara, California. He is a Professor Emeritus of Anthropology and Sociology of Soai University, Osaka, where he taught from 1986-2009. He was a Senior Associate Professor at the Nissan Institute of the University of Oxford (2006-2007). His many publications include Transcultural Japan: at the borderlands of race, gender, and identity, with Stephen Murphy-Shigematsu (Routledge 2009) and Japanese Education in Transition 2001: radical perspectives on cultural and political transformation (Shannon, Flinders University, 2002), with Satoshi Yamamura. His research concerns human development and education over the lifespan in transnational contexts, cultural transmission, transcultural communities, international schools, border studies, diaspora, Creoles and the creolization of cultures, and cosmopolitanism.

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