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ERIC Number: EJ937956
Record Type: Journal
Publication Date: 2007
Pages: 10
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-1468-1366
Status, Virtue and Duty: A Historical Perspective on the Occupational Culture of Teachers in Japan
Kimura, Hajime
Pedagogy, Culture and Society, v15 n2 p175-184 2007
This historical paper is an introduction to curriculum thinking in Japan. It discusses contested value frameworks that have exercised professional educators in the light of two "Western" interventions: (1) the modernization initiatives of the Meiji government of the nineteenth century; and (2) the policies that followed Japan's defeat in the Second World War. Overall, it reports on conflicts between value-based and knowledge-based views of curriculum content that still prevail in the twenty-first century. In this article, the author considers the contemporary meaning of Japanese teaching culture through a review of historical processes, building on earlier reviews by Kudomi (1994, 2003) and Nakauchi (1998, 2000). What, in Japan, does it mean to be a teacher? Better still: What is an "appropriate" teacher? The author discusses three dimensions of a Japanese teacher's work: (1) its social status; (2) the teacher's virtue; and (3) the teacher's sense of duty. The author concludes with a brief discussion of the current neo-liberal reform agenda. (Contains 1 figure and 1 note.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan