Japan's Militant Teachers is the first comprehensive English-language analysis of the origin and development of the fundamental issues in this struggle. It is an objective approach to the history of the teacher's movement from its prewar conception, through the birth of Nikkyoso in 1947, to that union's present strength encompassing a large majority of all public school teachers. It is significant that this study was undertaken by a non-Japanese. Professor Duke was accepted with full confidence by all parties in the dispute. His study includes material obtained from many firsthand interviews conducted between 1968 and 1970 with the leaders of Nikkyoso and government representatives form the Ministry of Education. He has thus been able to present an objective accounting without passing judgement. This book examines the problems of Nikkyoso within the greater context of Japanese society. It is a good introduction to, and analysis of, the problems facing organized teacher' movements as well as the problems facing Japanese education as a whole.

During World War II, Guam was the only American territory where Japan "administered" the occupied local people. "Organic integration" was the purpose and goal of the Japanese Navy's two and a half year administration of the local Chamorro people, but the navy's attempts failed before U.S. reinvasion in July 1944. By emphasizing the extent of Japan's Mandate in Micronesia, this book examines the Japanese Navy's social, economic, and cultural approaches to "organic integration." Using abundant primary data, the author gives a clear and verifiable picture of the whole occupation period and the Japanese ruling ideology for not only Guam but the entire region--and finds new ways to consider just why Japan went to war. Personal testimonies and documents are included to illustrate the Japanese mentality of war as it unfolded.

This book explores the issues of education, the use of languages and the formation of self-identification of the Japanese and Korean diasporas of Sakhalin, over a hundred years period: from the time they moved to the island, until their “return” to historical homelands in Japan or South Korea. During this time, their language environment and language of education changed 4 times and Japanese and Korean of Sakhalin continued to be a linguistic and ethnic minority. This book is of interest to researchers, students, NGO supporters and education policy makers.

A study of postwar education in Japan which is intended to shed light on the development of Japanese educational policy. Major educational documents are included, some taken from records of the American occupation forces and others being original translations from Japanese sources.

The Japanese education system, while widely praised in western countries, is subject to heavy criticism within Japan. Education Reform in Japan analyses this criticism, and explains why proposed reforms have failed. The author shows how the Japanese policy-making process can become paralysed when there is disagreement, and argues that this `immobilism' can affect other areas of Japanese policy-making.

In 1945 Japan had to adjust very rapidly to sudden defeat, to the arrival of the American Occupation and to the encounter with the English language, together with a different outlook on many aspects of society and government. This scholarly book is based on in-depth interviews with people, now aged, who were school students at the time of the Occupation and who experienced first-hand this immense cultural change. The book considers the nature of the changing outlook, including democratization, the new role for the Japanese Emperor and all this represented for the place of tradition in Japanese life and the growing emphasis on individualism away from collectivism. It discusses the changing system of education itself, including new structures and new textbooks, and relates the feelings of the participants as they came to terms with defeat and the language and culture of the former enemy. Overall, the book provides a fascinating insight into a key period of Japanese history.

This book examines representations of the Second World War in postwar Chinese and Japanese cinema. Drawing on a wide range of scholarly disciplines, and analysing a wide range of films, it demonstrates the potential of war movies for understanding contemporary China and Japan. It shows how the war is remembered in both countries, including the demonisation of Japanese soldiers in postwar socialist-era Chinese movies, and the pervasive sense of victimhood in Japanese memories of the war. However, it also shows how some Chinese directors were experimenting with alternatives interpretations of the war from as early as the 1950s, and how, despite the "resurgence of nationalism" in japan since the 1980s, the production of Japanese movies critical of the war has continued.

Emphasizing the political discourse and conflict that have surrounded Japanese education, this book focuses on the three main issues of central versus local control, elitism versus equality, and nationalism versus universalism.

This book explores the impacts of the introduction of new teacher evaluation policies on teachers and head teachers in Japan, particularly that of producing and reinforcing mutual policing relations among teachers and the destabilisation of their identities. It is timely given the big surge of interest world-wide in measuring and developing teachers’ quality to ensure better learning outcomes. As in many other countries, teachers in Japan have to account for their performance and competence in new ways. This book focuses on the nature and impact of these new accountabilities by drawing on data from a national survey and in-depth interviews with a sample of teachers and head teachers as it surveys: New teacher evaluation policies Theories of teacher evaluation and performativity Views on the new teacher evaluation policies The enactment of the new teacher evaluation policies The quantitative data is used to show how teachers experience and perceive the new teacher evaluation policies and practices, and the qualitative data is used to discuss the depth of analysis required to look at the nature of performativity. This book will be a valued addition to the research base upon which both policy makers and practitioners across the nations can draw for the improvement of teacher evaluation as a means of professional development and accountability.