Difference as Privilege: Identity, Citizenship and the Recontextualisation of Human Rights in Japan's Social Studies Curriculum

Autor/in	Meyer, Thomas George
Titel	Difference as Privilege: Identity, Citizenship and the Recontextualisation of Human Rights in Japan's Social Studies Curriculum
Quelle	In: Critical Studies in Education, 61 (2020) 1, S.17-36 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyer, Thomas George)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2017.1352007
Schlagwörter	Stellungnahme; Civil Rights; Knowledge Level; Secondary School Students; National Curriculum; Social Studies; Foreign Countries; Global Approach; Cultural Context; Citizenship Education; Political Influences; Values; Minority Groups; Disadvantaged; Textbooks; Content Analysis; Computational Linguistics; Japan + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Wissensbasis; Sekundarschüler; Gemeinschaftskunde; Ausland; Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Political influence; Politischer Einfluss; Wertbegriff; Ethnische Minderheit; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Linguistics; Computerlinguistik
Abstract	While global human rights knowledge has become a central facet of curricula used to shape multicultural societies and develop cosmopolitan citizenry, such knowledge is shaped by sociopolitical context. Japan has a long history of incorporating human rights concepts into its citizenship curriculum; however, this curriculum is produced in a political context where there is resistance to extending rights to minorities and the disadvantaged, and where there are renewed attempts to emphasise traditional Japanese cultural values through education. Potential tensions have been recognised, yet little has been written about educational knowledge as end product. Based partially on Basil Bernstein's concepts, a mixed-method approach utilising computer-based analytical techniques was used to examine the structure and content of human rights knowledge within upper-secondary Contemporary Social Studies textbooks representing Japan's official curriculum. This article will argue that the curriculum establishes an inconsistent standard toward rights that undermines respect for individuals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01