Navigating Postcolonial Predicaments in/through Comparative and International Educational Research: A Reflection on Komatsu and Rappleye's Interventions

Autor/in	Takayama, Keita
Titel	Navigating Postcolonial Predicaments in/through Comparative and International Educational Research: A Reflection on Komatsu and Rappleye's Interventions
Quelle	In: Educational Studies in Japan: International Yearbook, (2022) 16, S.71-90 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1881-4832
Schlagwörter	Comparative Education; International Education; Teaching Methods; Foreign Countries; Criticism; Postcolonialism; Cultural Differences; Asian Culture; Power Structure; Best Practices; Western Civilization; International Organizations; Japan + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Internationale Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kritik; Post colonialism; Postkolonialismus; Kultureller Unterschied; International organisation; International organisations; International organization; Internationale Organisation
Abstract	This paper begins by revisiting my earlier critical review of the international scholarship on Japanese schooling (Takayama, 2011). In this work, I critiqued three books on Japanese schooling, by Ryoko Tsuneyoshi (2001), Nancy Sato (2004), and Peter Cave (2007), along with other English-language scholarships on Japanese education. Drawing on a postcolonial critique of culture and difference, my work identified the underlying culturalist logic of the existing literature, where the cultural binary of Japan (East) vs West was unproblematically accepted and reinforced, the homogeneity of Japan was assumed, and culture was conceptualized as the predominant force shaping Japanese pedagogic practices. Erased from the discussion of Japanese education, it was suggested, were power and domination and the role of culture in perpetuating the ideology of cultural homogeneity and uneven relations in/through Japanese schooling. More than ten years later, this paper reassesses this critique in light of the emerging scholarship of Hikaru Komatsu and Jeremy Rappleye. who draw on a similar culturalist discourse of Japanese pedagogy and explicitly mobilize the 'Japanese difference' thus generated to peculiarize and parochialize the Western cultural premises of 'best practices' promoted by international organizations. Through critical engagement with their research, I identify five themes/challenges around which the broader implications of their research are explored, while demonstrating how doing so has also forced me to rethink my earlier critique. (As Provided).
Anmerkungen	Japanese Educational Research Association. #102, Creart Kanda Building, 2-15-2, Kanda-Sudacho, Chiyoda-ku,Tokyo, 101-0041. Tel: +81-3-3253-6630; Fax: +81-3-3254-0477; e-mail: edit@jera.jp; Web site: https://www.jstage.jst.go.jp/browse/esjkyoiku
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01