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152 pages

English

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Akihiro Ogawa explores Japan's recent embrace of lifelong learning as a means by which a neoliberal state deals with risk. Lifelong learning has been heavily promoted by Japan's policymakers, and statistics find one-third of Japanese people engaged in some form of these activities. Activities that increase abilities and improve health help manage the insecurity that comes with Japan's new economic order and increased income disparity. Ogawa notes that the state attempts to integrate the divided and polarized Japanese population through a newly imagined collectivity, atarashii kōkyō or the New Public Commons, a concept that attempts to redefine the boundaries of moral responsibility between the state and the individual, with greater emphasis on the virtues of self-regulation. He discusses the history of lifelong learning in Japan, grassroots efforts to create an entrepreneurial self, community schools that also function as centers for problem solving, vocational education, and career education.
Illustrations
Preface

1. Introduction

Why Lifelong Learning Now?
Lifelong Learning as a Global Trend
Risk: An Analytical Tool
Risk: A Japanese Context
Methods
Overview of Chapters

2. Japan’s Lifelong Learning: History, Policies, and Practices

Three Key Terms
Social Education
Lifelong Education
Lifelong Learning
Lifelong Learning Promotion Law
Lifelong Learning Council Report in 1992
Focus on the Local: Developments in the 1990s

3. Risk Management by a Neoliberal State

Lifelong Learning and Risk
Japan’s Lifelong Learning in the 2000s
“Comprehensive Knowledge”
Local Communities: Locations for Realizing the New Public Commons
Neoliberal Knowledge

4. The New Public Commons

The New Public Commons
The Bunka Borantia
Civic Knowledge
“Entrepreneurial Self” for Constructing Civic Knowledge
Jukugi (Due Deliberation)
Real Jukugi
New Public Commons as a New Growth Strategy

5. The Japanese “Community School”

Revival of Communication
The Japanese “Community School” System
Ikiru Chikara (Zest for Living)
Integrating School Education and Social Education
A Varied Landscape

6. Becoming a Social Entrepreneur

Why Don’t You Initiate a New Style of Working?
Vocational Training in Japan
After the Lehman Shock
The Knowledge and Skills Required to Support the New Public Commons
Becoming a Social Entrepreneur: A Challenging Opportunity
Taking Risks to Survive in the New Labor Market
Postscript

7. New Knowledge for Youth

Suicide among Young People
“Career Education”
Changing Trends in Universities
Toward Social Inclusion
Developing Citizens

Afterword: Kizuna

Appendices

Appendix 1. Japan’s Lifelong Learning in the 2000s
Appendix 2. Major Legal and Policy Developments of Japan’s Lifelong Learning (1947–2011)
Appendix 3. List of Civic Knowledge Sources

Notes
Japanese Glossary
References
Index

Sujets

Sociology

History of Asia

Anthropology

Japan

Central

National

Informations

Publié par	State University of New York Press
Date de parution	01 novembre 2015
Nombre de lectures	0
EAN13	9781438457888
Langue	English
Poids de l'ouvrage	11 Mo

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Extrait

LIFELONG LEARNING IN NEOLIBERAL JAPAN
LIFELONG LEARNING IN NEOLIBERAL JAPAN
RISK, COMMUNITY, AND KNOWLEDGE
AKIHIRO OGAWA
Cover image from fotolia.com
Published by State University of New York Press, Albany
© 2015 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
www.sunypress.edu
Production, Diane Ganeles
Marketing, Fran Keneston
Library of Congress Cataloging-in-Publication Data
Ogawa, Akihiro.
Lifelong learning in neoliberal Japan : risk, community, and knowledge / Akihiro Ogawa.
pages cm
Includes bibliographical references and index.
ISBN 978-1-4384-5787-1 (hardcover : alk. paper)
ISBN 978-1-4384-5788-8 (e-book)
1. Continuing education—Japan. 2. Neoliberalism—Japan. I. Title.
LC5257.J3O345 2015 374.52—dc23 2014042147
10 9 8 7 6 5 4 3 2 1
To my parents, Ogawa Sachio and Masako, who gave me life and have always nurtured my learning and intellectual curiosity
Contents
Illustrations
Preface
Chapter 1 Introduction
Why Lifelong Learning Now?
Lifelong Learning as a Global Trend
Risk: An Analytical Tool
Risk: A Japanese Context
Methods
Overview of Chapters
Chapter 2 Japan’s Lifelong Learning: History, Policies, and Practices
Three Key Terms
Social Education
Lifelong Education
Lifelong Learning
Lifelong Learning Promotion Law
Lifelong Learning Council Report in 1992
Focus on the Local: Developments in the 1990s
Chapter 3 Risk Management by a Neoliberal State
Lifelong Learning and Risk
Japan’s Lifelong Learning in the 2000s
“Comprehensive Knowledge”
Local Communities: Locations for Realizing the New Public Commons
Neoliberal Knowledge
Chapter 4 The New Public Commons
The New Public Commons
The Bunka Borantia
Civic Knowledge
“Entrepreneurial Self” for Constructing Civic Knowledge
Jukugi (Due Deliberation)
Real Jukugi
New Public Commons as a New Growth Strategy
Chapter 5 The Japanese “Community School”
Revival of Communication
The Japanese “Community School” System
Ikiru Chikara (Zest for Living)
Integrating School Education and Social Education
A Varied Landscape
Chapter 6 Becoming a Social Entrepreneur
Why Don’t You Initiate a New Style of Working?
Vocational Training in Japan
After the Lehman Shock
The Knowledge and Skills Required to Support the New Public Commons
Becoming a Social Entrepreneur: A Challenging Opportunity
Taking Risks to Survive in the New Labor Market
Postscript
Chapter 7 New Knowledge for Youth
Suicide among Young People
“Career Education”
Changing Trends in Universities
Toward Social Inclusion
Developing Citizens
Afterword Kizuna
Appendices
Appendix 1. Japan’s Lifelong Learning in the 2000s
Appendix 2. Major Legal and Policy Developments of Japan’s Lifelong Learning (1947–2011)
Appendix 3. List of Civic Knowledge Sources
Notes
Japanese Glossary
References
Index
Illustrations
Figure 1.1 Risk—a conceptual map
Photographs 4.1 A discussion scene of bunka borantia at the Bunka Borantia National Forum in 2007 4.2 Jukugi demonstration by education officials; proposing problems 4.3 Jukugi demonstration; categorizing ideas by using sticky notes 4.4 Jukugi demonstration—a concluding poster 6.1 Recruiting poster for the vocational training course to nurture social entrepreneurs who support the New Public Commons 6.2 Local people gathering in Toy Square, August 2010
Preface
The idea for this book originally came from a conference paper that I presented in Daejeon, South Korea, in 2009. The material for the paper was based on Japan’s lifelong learning, and I was looking for some theoretical orientations to support my argument. I owe a lot to Glenn Hook, who was on the same panel as a colleague of the European Japan Advanced Research Network (EJARN) and recommended that I look at the risk scholarship. I am also grateful to Marie Söderberg, organizer of EJARN and colleague in Stockholm, who gave insightful feedback on my work.
This project was based on my research network in the field of lifelong learning over a decade. I was often inspired by my research collaborators—Takemoto Hirokazu, Shimada Yasuko, Ito Misao, Sahara Shigemoto, Takabayashi Mari, Shirai Toru, Okubo Kuniko, Tanaka Hiroko, Yamashita Haruko, Suzuki Shosei, and Sawauchi Takashi. Kondo Shinji, editor of Shakai kyōiku , helped me to come into contact with the newest developments on Japan’s lifelong learning policies and practices across the country.
I had the good fortune to add further contacts in Aomori to my research network: Kitaoka Seiko, Seino Mayumi, Yatsuyanagi Kakuya, Misawa Akira, Osanai Makoto, Saito Masami, Shikanai Aoi, Narita Harumi and his staff members of Aun, Fushimi Hideto, Kudo Midori, and Ishioka Yuriko. I also benefited from engaging conversations with Sato Sanzo, Lee Young-Jun, Iwata Ittetsu, Kotaya Fumihiko, and Anthony Rausch at Hirosaki University.
Patricia Nelson, Verena Blechinger-Talcott, Sherry Martin, Mitsui Hideko, Roger Goodman, Kariya Takehiko, Ian Neary, Ronald Dore, Joy Hendry, Mitch Sedgwick, Peter Wynn Kirby, Susan Wright, Pia Cort, Katrina Moore, Annamari Konttinen, and Sidsel Hansson offered comments and suggestions on earlier versions of the chapters and research presentations. Special thanks go to Jeff Kingston, who was often the first reader for the chapters and gave me useful and relevant comments. Kuramasu Nobuko helped me access Japanese primary sources.
For the academic year 2009–2010, I was on the postdoctoral fellowship in the German Research Foundation (DFG)–funded research project 1613 Risk and East Asia at the University of Duisburg-Essen Institute of East Asian Studies. During my stay in Duisburg, I had a great chance to become familiar with the theoretical literature on risk. Many thanks go to Karen Shire, speaker of the research project, and Kawai Norifumi, an important colleague of mine. In the following academic year, 2010–2011, my fieldwork was supported by a grant from the Abe Fellowship Program administered by the Social Science Research Council and the American Council of Learned Societies in cooperation with and with funds provided by the Japan Foundation Center for Global Partnership. During my fieldwork, I was affiliated with the National Graduate Institute for Policy Studies (GRIPS) in Tokyo, under the sponsorship of Konno Masahiro and Okamoto Kaoru, and the University of Aarhus Danish School of Education in Copenhagen, under the sponsorship of Susan Wright. I am grateful to all of them.
l am indebted to Theodore Bestor and Davydd Greenwood—two great anthropologists who have inspired me since my graduate days at Cornell.
I thank Nancy Ellegate, senior editor of SUNY Press, for her continuing support.
An earlier version of chapter 3 appeared as “Risk Management by a Neoliberal State: Construction of New Knowledge through Lifelong Learning in Japan,” Discourse: Studies in the Cultural Politics of Education 34 (2013, 132–144). Part of chapter 1 appeared as “Japan’s New Lifelong Learning Policy: Exploring Lessons from the European Knowledge Economy,” International Journal of Lifelong Education 28 (2009), 601–14. Part of chapter 4 appeared as “The Construction of Citizenship through Volunteering: The Case of Lifelong Learning,” in Japan’s Politics and Economy: Perspectives on Change (London, New York: Routledge, 2009), edited by Patricia A. Nelson and Marie Söderberg. Some of my reflections on the research for this book appeared in “Lifelong Learning in Tokyo: A Satisfying Engagement with Action Research in Japan,” Anthropology in Action : Journal of Applied Anthropology in Policy and Practice 20 (2013), 46–57.
The photographs in chapter 4 were provided by Yamashita Haruko ( 4.1 ) and Kondo Shinji ( 4.2 , 4.3 , and 4.4 ). Unless otherwise noted, the remaining photographs are mine.
Because of the confidential nature of the material upon which this book draws, no identifying individual names for data sources are provided. Except where otherwise indicated, all quotations are taken from my field notes, and all translations are mine. Furthermore, Japanese individuals’ names are written with the surname first. Conversions from Japanese yen to U.S. dollars are made at a constant rate of 102 yen to the dollar.
Many thanks to Deborah and Hannah for their active involvement in numerous brainstorming sessions over breakfast and dinner tables when I struggled to organize my ideas for this book. Their comments were very helpful.
1
Introduction
Why Lifelong Learning Now?
Lifelong learning has become a primary focus in Japan’s education policy making. Its heightened importance became evident in December 2006, when the Japanese term shōgai gakushū (which directly translates into English as &