Imperial Subjects as Global Citizens

Nationalism, Internationalism, and Education in Japan

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, History, Asian, Japan, Social & Cultural Studies, Social Science, Anthropology
Cover of the book Imperial Subjects as Global Citizens by Mark Lincicome, Lexington Books
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Author: Mark Lincicome ISBN: 9781461633617
Publisher: Lexington Books Publication: February 16, 2009
Imprint: Lexington Books Language: English
Author: Mark Lincicome
ISBN: 9781461633617
Publisher: Lexington Books
Publication: February 16, 2009
Imprint: Lexington Books
Language: English

Lincicome offers a new perspective on Japanese educational debates and policy reforms that have taken place under the guise of internationalization since the mid-1980s. By contextualizing these developments within a historical framework spanning the entire twentieth century, he challenges the argument put forward by education officials, conservative politicians, and their supporters in the academy and the business world that history offers no guide for addressing the educational challenges that face contemporary Japan. Combining diachronic and synchronic approaches, Lincicome analyzes repeated attempts throughout the twentieth century to Ointernationalize educationO (/kyoiku no kokusaika/) in Japan. This comparison reveals important similarities that transcend educational policy to encompass Japanese conceptions of individual, national, and international identity; relations between the individual, the nation, the state, and the international community; and the type of education best suited to negotiating multiple identities among the next generation of Japanese subject-citizens.

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Lincicome offers a new perspective on Japanese educational debates and policy reforms that have taken place under the guise of internationalization since the mid-1980s. By contextualizing these developments within a historical framework spanning the entire twentieth century, he challenges the argument put forward by education officials, conservative politicians, and their supporters in the academy and the business world that history offers no guide for addressing the educational challenges that face contemporary Japan. Combining diachronic and synchronic approaches, Lincicome analyzes repeated attempts throughout the twentieth century to Ointernationalize educationO (/kyoiku no kokusaika/) in Japan. This comparison reveals important similarities that transcend educational policy to encompass Japanese conceptions of individual, national, and international identity; relations between the individual, the nation, the state, and the international community; and the type of education best suited to negotiating multiple identities among the next generation of Japanese subject-citizens.

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