The global–local interface in multicultural education policies in Japan

The Ongoing Pursuit of Educational Equity in Japan: The Accreditation of Ethnic High Schools

“…Sugimoto (2010) adds that this illusion of a homogeneous Japan serves to depict Japan as unique among industrialized nation-states and portray it as "classless, egalitarian, and harmonious" (p. 35). Yet, Japan has extensive ethnic minority enclaves, both non-Japanese and Japanese nationals, such as the Koreans who were forcibly brought to Japan during the early part of the twentieth century as a source of cheap labor (Okano, 2006b). Due to recent and historical waves of migration "there are now greater internal variations within and between minority/foreigner groups and the boundaries are contested" (Tsuneyoshi, Okano, & Boocock, 2011, p. 2).…”

“…Scholars often criticize many of Japan's national education policies for ethnic minorities as discriminatory and assimilative (Burgess, 2007;Motani, 2002). Although specific local governments or schools sometimes adopt more progressive policies to meet the educational needs of ethnic minority groups (e.g., ethnic education classes [minzoku gakkyu], or use of a student's native language), the national government often values equality of treatment versus equity in policy making (Okano, 2006b(Okano, , 2008. The government typically has not valued equity, which considers individual and group circumstances, but instead champions an ahistorical and decontextualized version of equality.…”

Patterns of Variations in the ‘Internationalising Education’ Discourse and Practice

“…The names of the earlier policies tended to refer only to Korean nationals, but in the 1980s references appeared to 'foreign nationals (mainly Koreans)' and then in the 1990s only to 'foreign nationals' in general (Zenkoku-Zainichigaikokujin-Kyôiku- Kenkyû-Kyôgikai, 2007, pp.26-8). Nonetheless, many policies began with references to Korean nationals in their main texts (Okano, 2006b).…”

Multicultural Coexistence in Japan: Follower, Innovator, or Reluctant Late Adopter?

“…Koreans' campaign for ethnic classes (which include language, music, history, and other topics) in mainstream schools was partly inspired by the notions of "liberation education" that had been developed previously by Buraku activists (Tai, 2007, p. 8). While placing great emphasis on human rights and the struggles that have achieved them to date, such education is also somewhat limited by its separation into the majority/minority communities (Tsuneyoshi, 2011; see also Okano, 2006).…”

“…A notable example was the decade long resistance against fingerprinting begun in 1980 and ended in 1991. For some of the history of Korean human rights movements, especially in relation to Korean ethnic education, see Okano (2006) and Tai (2007). 13.…”