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

Tokunaga, Tomoko; Douthirt-Cohen, Beth

doi:10.1080/10665684.2012.661255

Cited by 4 publications

(2 citation statements)

References 14 publications

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“…These themes are prevalent in education research ( DeBray et al ., 2014 ; Gilead, 2019 ; Louis et al, 2008 ; Marshall, 2000 ; Pinheiro et al ., 2016 ; Rorrer et al ., 2008 ; Tokunaga & Douthirt-Cohen, 2012 ; Turner & Spain, 2020 ; Varjo et al, 2018 ; Yazan, 2014 ). Further, comparable concepts, such as a ‘zone of mediation’, capture similar dynamics in relation to limited policy change ( Brezicha & Hopkins, 2016 ; Thorius & Maxcy, 2015 : 119; Trujillo, 2012 ).…”

Section: Discussionmentioning

confidence: 99%

“…Japan presents an unusual example of obliging foreign students to adapt. Tokunaga & Douthirt-Cohen (2012) relate its: (1) reputation for containing a homogeneous population, allowing its governments to present an image of classless egalitarianism and harmonious society, to (2) the ‘discriminatory and assimilative’ treatment of its over two million ‘registered foreigners’ (1.6% of the total population), including ‘the Koreans who were forcibly brought to Japan during the early part of the twentieth century as a source of cheap labor’ (2012: 321–2). Successive Japanese governments did not recognise or fund the ethnic high schools that developed from self-segregation (2012: 322).…”

Section: Policymaking Complexity: Top-down and Bottom-up Approachesmentioning

confidence: 99%

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The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking

Cairney¹,

Kippin²

2022

Open Res Europe

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Background: COVID-19 had a major global impact on education, prompting concerns about its unequal effects and some impetus to reboot equity strategies. Yet, policy processes exhibit major gaps between such expectations and outcomes, and similar inequalities endured for decades before the pandemic. Our objective is to establish how education researchers, drawing on policy concepts and theories, explain and seek to address this problem. Methods: A qualitative systematic review (2020-21), to identify peer reviewed research and commentary articles on education, equity, and policymaking, in specialist and general databases (ERIC, Web of Science, Scopus, Cochrane/ Social Systems Evidence). We did not apply additional quality measures. We used an immersive and inductive approach to identify key themes. We use these texts to produce a general narrative and explore how policy theory articles inform it. Results: 140 texts (109 articles included; 31 texts snowballed) provide a non-trivial reference to policymaking. Limiting inclusion to English-language produced a bias towards Global North articles. Our comparison with a review of health equity research highlights distinctive elements in education. First, education equity is ambiguous and contested, with no settled global definition or agenda (although some countries and international organisations have disproportionate influence). Second, researchers critique ‘neoliberal’ approaches that dominate policymaking at the expense of ‘social justice’. Third, more studies provide ‘bottom-up’ analysis of ‘implementation gaps’. Fourth, more studies relate inequity to ineffective policymaking to address marginalised groups. Conclusions: Few studies use policy theories to explain policymaking, but there is an education-specific literature performing a similar role. Compared to health research, there is more use of critical policy analysis to reflect on power and less focus on technical design issues. There is high certainty that current neoliberal policies are failing, but low certainty about how to challenge them successfully.

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