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Japanese educational reform: A genea...

Qi, Jie.

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Japanese educational reform: A genealogy of the construction of the student.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Japanese educational reform: A genealogy of the construction of the student./
作者:	Qi, Jie.
面頁冊數:	163 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3678.
Contained By:	Dissertation Abstracts International62-11A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3033313
ISBN:	0493463275

Japanese educational reform: A genealogy of the construction of the student.
Qi, Jie.

Japanese educational reform: A genealogy of the construction of the student. - 163 p.

Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3678.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2001.

This historical study examines the construction of teaching, learning and educational reform practices in Japan since the end of War World II. In historicizing Japanese education, Michel Foucault's notion of power/knowledge was used to frame this study. Emerging in the discourses in this study were shifts in the constructions of “democracy” and in the production of “Japanization” from WW II to the present. During this time there were also shifts in conceptualizations of what education meant.

ISBN: 0493463275Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Japanese educational reform: A genealogy of the construction of the student.
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245 1 0 $a Japanese educational reform: A genealogy of the construction of the student.
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500 $a Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3678.
500 $a Supervisor: Thomas S. Popkewitz.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2001.
520 $a This historical study examines the construction of teaching, learning and educational reform practices in Japan since the end of War World II. In historicizing Japanese education, Michel Foucault's notion of power/knowledge was used to frame this study. Emerging in the discourses in this study were shifts in the constructions of “democracy” and in the production of “Japanization” from WW II to the present. During this time there were also shifts in conceptualizations of what education meant.
520 $a First, this study explored how Japanese official discourses after War World II constructed “studentness”, revealing a subject who is wholly self-disciplined. The distinctive feature of self-discipline in Japanese schools is self-classification within group membership. The relationship between discipline and self-discipline in Japanese schools is an intricate one. Discipline is to instruct students to practice self-discipline for their own good. Second, this study makes visible that the process of producing the “good” student, also simultaneously creates the “problematic” student in which the self-disciplined good and problematic students are constructed. Multiple technologies discursively construct and normalize contemporary “good” Japanese students as hard-working, kind, cooperative, and as having a collective consciousness. The notion of the “problematic” student in Japan has changed over time from “<italic>huryo</italic> (deviant), <italic> hikou</italic> (delinquency), <italic>futoukou</italic> (school refusal) to <italic> kireru</italic> (snap). Third, this study traces institutional educational reform discourses and points out that “individualization” and “internationalization,” as deployed by the Japanese government, have constructed a “kind of institutionally focused individuality” and the “idea of nationalism within internationalization.”
520 $a In conclusion, the dissertation problematizes the Japanese “studentness” as a political site. This opens new possibilities for educational researchers and policy makers to rethink the systems of reasoning related to schooling practices and educational reform in Japan.
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