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|Title:||The cultural politics of borrowing: Japan, Britain, and the narrative of educational crisis||Contributor(s):||Takayama, Keita (author); Apple, Michael W (author)||Publication Date:||2008||DOI:||10.1080/01425690801966360||Handle Link:||https://hdl.handle.net/1959.11/2958||Abstract:||In the recent debate over education reform, Japanese conservative politicians and intellectuals have selectively appropriated a particular crisis-and-success narrative of British education reform to de-territorialize contentious policy changes. They assert that Britain achieved successful education reform by transforming the very same teaching practices and legal framework that currently afflict Japanese education. In so doing, the Japanese conservatives have legitimized the fundamental 'reform' of post-war Japanese education through the combination of nationalistic and quasi-market interventions in education. Drawing on a wide range of literature (literature on educational borrowing, post-colonial studies, and cultural studies), this article illuminates how the Japanese conservatives have appropriated external references to 'British education reform' to reconstitute the people's common sense about the current state and the future course of Japanese education. In addition, we use this Japanese case study to advance the re-conceptualization of the politics of educational borrowing from the perspective of non-western 'others.'||Publication Type:||Journal Article||Source of Publication:||British Journal of Sociology of Education, 29(3), p. 289-301||Publisher:||Taylor & Francis||Place of Publication:||London, UK||ISSN:||1465-3346||Field of Research (FOR):||160809 Sociology of Education||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 139
|Appears in Collections:||Journal Article|
School of Education
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