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Inclusion and Wholeness: Rethinking Boundaries between the Formal and the Non-Formal in Japanese Public Education

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Title: Inclusion and Wholeness: Rethinking Boundaries between the Formal and the Non-Formal in Japanese Public Education
Language: English
Authors: Yoshida, Atsuhiko
Source: Educational Studies in Japan: International Yearbook. Mar 2023 (17):5-18.
Availability: Japanese Educational Research Association. #102, Creart Kanda Building, 2-15-2, Kanda-Sudacho, Chiyoda-ku,Tokyo, 101-0041. Tel: +81-3-3253-6630; Fax: +81-3-3254-0477; e-mail: edit@jera.jp; Web site: https://www.jstage.jst.go.jp/browse/esjkyoiku
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Foreign Countries, Inclusion, Informal Education, Public Education, Conflict, Educational Legislation, Educational Opportunities, Disadvantaged, Models, Diversity, Students with Disabilities, Freedom, Parent Attitudes, Private Education, Educational History, Professional Autonomy, Political Influences, Social Values, Access to Education, Intersectionality, Heterogeneous Grouping
Geographic Terms: Japan
ISSN: 1881-4832
2187-5286
Abstract: This paper reconsiders the concept of "inclusion" by examining conceptions of "totality/wholeness," while exploring conflicts and dilemmas among various actors across the boundaries between the formal and non-formal in the Japanese public education system. Referencing the process surrounding the enactment of the new law on securing educational opportunities, the notion of "diversity" is examined as it pertains to the conflict between "publicness" in formal schools, which includes ideas related to diversity and heterogeneity (otherness), and "freedom to educate" in non-formal education. Analysis suggests that it is undesirable to establish a definitive boundary between the two; instead, maintaining a form of tentative, intersectional, and responsive boundary would result in more effective understanding of the diverse needs of people who feel marginalized. Based on this, the author explores a theoretical model which withstands such questions of inclusion. From the perspective of the "included party," which has its own heterogeneous values in relation to mainstream value systems, the author proposes a "responsive wholeness" model in contrast to a "concentric totality" model in order to reexamine the idea of inclusion. Finally, the paper outlines suggestions for reexamining "inclusion" grounded in this model.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1382344
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Inclusion and Wholeness: Rethinking Boundaries between the Formal and the Non-Formal in Japanese Public Education
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  Data: Japanese Educational Research Association. #102, Creart Kanda Building, 2-15-2, Kanda-Sudacho, Chiyoda-ku,Tokyo, 101-0041. Tel: +81-3-3253-6630; Fax: +81-3-3254-0477; e-mail: edit@jera.jp; Web site: https://www.jstage.jst.go.jp/browse/esjkyoiku
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  Data: This paper reconsiders the concept of "inclusion" by examining conceptions of "totality/wholeness," while exploring conflicts and dilemmas among various actors across the boundaries between the formal and non-formal in the Japanese public education system. Referencing the process surrounding the enactment of the new law on securing educational opportunities, the notion of "diversity" is examined as it pertains to the conflict between "publicness" in formal schools, which includes ideas related to diversity and heterogeneity (otherness), and "freedom to educate" in non-formal education. Analysis suggests that it is undesirable to establish a definitive boundary between the two; instead, maintaining a form of tentative, intersectional, and responsive boundary would result in more effective understanding of the diverse needs of people who feel marginalized. Based on this, the author explores a theoretical model which withstands such questions of inclusion. From the perspective of the "included party," which has its own heterogeneous values in relation to mainstream value systems, the author proposes a "responsive wholeness" model in contrast to a "concentric totality" model in order to reexamine the idea of inclusion. Finally, the paper outlines suggestions for reexamining "inclusion" grounded in this model.
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      – Text: English
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        PageCount: 14
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Informal Education
        Type: general
      – SubjectFull: Public Education
        Type: general
      – SubjectFull: Conflict
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Educational Opportunities
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Models
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      – SubjectFull: Diversity
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      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Freedom
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Private Education
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      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Professional Autonomy
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      – SubjectFull: Political Influences
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      – SubjectFull: Access to Education
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      – SubjectFull: Intersectionality
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      – SubjectFull: Heterogeneous Grouping
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      – SubjectFull: Japan
        Type: general
    Titles:
      – TitleFull: Inclusion and Wholeness: Rethinking Boundaries between the Formal and the Non-Formal in Japanese Public Education
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