Japan's Militant Teachers is the first comprehensive English-language analysis of the origin and development of the fundamental issues in this struggle. It is an objective approach to the history of the teacher's movement from its prewar conception, through the birth of Nikkyoso in 1947, to that union's present strength encompassing a large majority of all public school teachers. It is significant that this study was undertaken by a non-Japanese. Professor Duke was accepted with full confidence by all parties in the dispute. His study includes material obtained from many firsthand interviews conducted between 1968 and 1970 with the leaders of Nikkyoso and government representatives form the Ministry of Education. He has thus been able to present an objective accounting without passing judgement. This book examines the problems of Nikkyoso within the greater context of Japanese society. It is a good introduction to, and analysis of, the problems facing organized teacher' movements as well as the problems facing Japanese education as a whole.

This book explores the impacts of the introduction of new teacher evaluation policies on teachers and head teachers in Japan, particularly that of producing and reinforcing mutual policing relations among teachers and the destabilisation of their identities. It is timely given the big surge of interest world-wide in measuring and developing teachers’ quality to ensure better learning outcomes. As in many other countries, teachers in Japan have to account for their performance and competence in new ways. This book focuses on the nature and impact of these new accountabilities by drawing on data from a national survey and in-depth interviews with a sample of teachers and head teachers as it surveys: New teacher evaluation policies Theories of teacher evaluation and performativity Views on the new teacher evaluation policies The enactment of the new teacher evaluation policies The quantitative data is used to show how teachers experience and perceive the new teacher evaluation policies and practices, and the qualitative data is used to discuss the depth of analysis required to look at the nature of performativity. This book will be a valued addition to the research base upon which both policy makers and practitioners across the nations can draw for the improvement of teacher evaluation as a means of professional development and accountability.

In many societies today, educational aims or goals are commonly characterized in terms of “equality,” “equal opportunity,” “equal access” or “equal rights,” the underlying assumption being that “equality” in some form is an intelligible and sensible educational ideal. Yet, there are different views and lively debates about what sort of equality should be pursued; in particular, the issue of equality of educational opportunity has served as justification for much of the postwar restructuring of educational systems around the world. The author explores different interpretations of the concept of equality of educational opportunity in Japan, especially as applied to post-World War II educational policies. By focusing on the positions taken by key actors such as the major political parties, central administrative bodies, teachers’ unions, and scholars, he describes how their concepts have developed over time and in what way they relate to the making of educational policy, especially in light of Japan’s falling birthrate and aging society.

A study of postwar education in Japan which is intended to shed light on the development of Japanese educational policy. Major educational documents are included, some taken from records of the American occupation forces and others being original translations from Japanese sources.

This set brings together a collection of key works about the International Relations of Japan. Written by a range of international experts, the titles cover the essential aspects of Japan’s postwar relationship to the outside world: its changing notion of its role in the international community, and its relations with China and the US.

This bibliography, first published in 1988, consists of annotated entries of monographs and journal articles published in English that discuss socio-economic aspects of Japanese society as well as the general and economic dynamics of United States-Japan trade relations. Emphasis is on the Japanese perspective.

J E Thomas examines the historical roots of Japanese social structures and preoccupations and he sets these within the broad chronological framework of Japan's political and military development. The book can thus serve as an introduction to modern Japan in a more general sense - but its focus throughout is on the people themselves. Professor Thomas gives due attention to the Japanese mainstream; but he also discusses those other sections of the community which have traditionally been underprivileged or marginalised - most obviously women, but also minority groups and outcasts - and the Japanese attitude to foreigners beyond her shores.