Yoshiko Nozaki's Books

What U.S. Middle School Students Bring to Global Education

Discourses on Japan, Formation of American Identities, and the Sociology of Knowledge and Curriculum

By: Hiromitsu Inokuchi,Yoshiko Nozaki

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What U.S. Middle School Students Bring to Global Education

Discourses on Japan, Formation of American Identities, and the Sociology of Knowledge and Curriculum

By: Hiromitsu Inokuchi,Yoshiko Nozaki

What kinds of discourses on a foreign country do young people in the United States bring to global studies classrooms? What does it mean for them to engage in a series of discourses in terms of their identity formations, when these discourses represent a particular kind of worldview? How should teachers deal with the tendency of the students to see foreign nations as the other? How can educational researchers study such discourses and the operation of othering at the level of everyday lives in schools?

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Page Count

164

Publisher

BRILL

Published Date

ISBN 10

9460913113

ISBN 13

9789460913112

War Memory, Nationalism and Education in Postwar Japan

The Japanese History Textbook Controversy and Ienaga Saburo's Court Challenges

By: Yoshiko Nozaki

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War Memory, Nationalism and Education in Postwar Japan

The Japanese History Textbook Controversy and Ienaga Saburo's Court Challenges

By: Yoshiko Nozaki

The controversy over official state-approved history textbooks in Japan, which omit or play down many episodes of Japan’s occupation of neighbouring countries during the Asia-Pacific War (1931-1945), and which have been challenged by critics who favour more critical, peace and justice perspectives, goes to the heart of Japan’s sense of itself as a nation. The degree to which Japan is willing to confront its past is not just about history, but also about how Japan defines itself at present, and going forward. This book examines the history textbook controversy in Japan. It sets the controversy in the context of debates about memory, and education, and in relation to evolving politics both within Japan, and in Japan’s relations with its neighbours and former colonies and countries it invaded. It discusses in particular the struggles of Ienaga Saburo, who has made crucial contributions, including through three epic lawsuits, in challenging the official government position. Winner of the American Educational Research Association 2009 Outstanding Book Award in the Curriculum Studies category.

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Page Count

219

Publisher

Routledge

Published Date

ISBN 10

1134195907

ISBN 13

9781134195909

Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya

Toward Critical Postcolonial Curriculum Policies and Practices

By: Darren M. O’Hern,Yoshiko Nozaki

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Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya

Toward Critical Postcolonial Curriculum Policies and Practices

By: Darren M. O’Hern,Yoshiko Nozaki

Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between “Western” and “indigenous” knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the state’s curricula documents, and schools’ exam-oriented pedagogical approaches. O’Hern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous knowledge about environment, nature, and sustainable development. They suggest the need to develop critical postcolonial curriculum policies and practices of science education to overcome knowledge-oriented binaries, emphasize sustainable development, and address the problems of inequality, the center and periphery divide, and social, cultural, and environmental injustices in Kenya and, by implication, elsewhere. “In an era of environmental crisis and devastation, education that supports sustainability and survival of our planet is needed. Within a broader sociopolitical context of post-colonialism and globalization, this volume points out possibilities and challenges to achieve such an education. The authors propose a critical, postcolonial approach that acknowledges the contextual and situational production of all knowledge, and that de-dichotomizes indigenous from ‘Western’ scientific knowledge.” Eric (Rico) Gutstein, Professor, Curriculum and Instruction, University of Illinois at Chicago (USA)

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Page Count

174

Publisher

Springer

Published Date

ISBN 10

9462095426

ISBN 13

9789462095427

Manga Discourse in Japan Theatre

By: Yoshiko Fukushima

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Manga Discourse in Japan Theatre

By: Yoshiko Fukushima

During the Japanese 'bubble' economy of the 1980's, the youth of Japan began to exert unprecedented influence on Japanese culture through their spirited patronage of certain art forms previously deemed subcultural or avant-garde. Among these were manga (Japanese comics or animation) and shogekijo (Japanese little theater). These art forms, while very unlike in the manner in which they were produced and disseminated, can be shown to exhibit a common language: manga discourse. This discourse presents the ludic, image-oriented, and seemingly infantile but simultaneously transhistorical language. The range and meaning of these discursive forms as they are related to changes in the forms of shogekijo in Japan between the 1960's and the 1980's are explored here, using the work of Noda Hideki and his troupe Yume no Yuminsha as example.Founded in the early 70's in the dark recesses of the University of Tokyo, Noda's troupe blossomed into a major component of the theater boom of the bright leisure-oriented 80's. The question which Noda's theater raises for those who seek to define Japan's modernization in the arts is how something defined as instinctively 'little' could become so big? In line with its predecessors in the avant-garde movements of the 1960's and 70's, the 1980's shogekijo borrowed from popular theater of the pre-modern period, in reaction to the western - and script-oriented shingeki, and from modern comedy in early twentieth century Japan.But unlike its avant-garde predecessors, it eschewed direct political confrontation with the power holders and consciously sought to expand its audiences through capitalistic means. Japanese youth born in the postwar generation could be led to appreciate the anti-shingeki message of shogekkijo, Noda predicted, only if it could be put in the playful and fantastic language of manga discourse. In some ways, this counterintuitive movement to youth subculture fulfilled shogekijo's mission to return theater to its Japanese roots and thereby complete the process of a truly Japanese modernization in the arts.

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