Import Book from Japan at wholesale prices

Edited by Yuka Kitayama ,Yoriko Hashizaki / Written by Kiyoko Imai, Hiromi Kawaguchi, Mina Kubo, Ryosuke Minamiura, Ichiro Murata, Tony Burner, Tuva Skjelbred Nodeland, Åsmund Aamaas

Education that responds to the diversity of children in the [multicultural] classroom: Reconsidering teacher education in Japan through a comparison with Norway, a multicultural society.

In recent years, the [multiculturalization] of Japanese society, including the increase in newcomer immigrants, has become apparent to all. In school education as well, learners with various cultural*ethnic backgrounds are becoming more visible, and education that responds to this diversity is required.
On the other hand, the traditional Japanese school education system is deeply rooted in an egalitarian school culture, which is based on the ideal of "international understanding" and "treating all children the same" based on a single nationalistic view. As a result, it has been pointed out that there is a delay in responding to children with various individual needs in the field of education, and systematic teacher education that responds to multiculturalism in the field of education has not been developed, leaving the field of education at the stage of exploring individual practices.
In response to this situation, this book examines how education should foster teachers who face the multiculturalization of education and work to correct inequalities and injustices in education from the perspective of social justice, rather than uncritically accepting neoliberal [globalization].

In looking at teacher education oriented toward social justice, this book deals with international comparative research based on field studies in Japan and Norway. Norway has long had an assimilation policy toward indigenous peoples and ethnic minorities similar to Japan's. However, Norway has taken the lead in adopting a multicultural society in response to the increasing number of immigrants and refugees. In this book, we will summarize the educational policies and teacher education policies of both Japan and Norway, and conduct a wide range of field surveys and data analysis, including questionnaires for teacher training students, interviews with teacher educators, classroom observations, and school visits, to carefully examine the strategies, conflicts, problem consciousness, and interests of teachers and teacher educators in the two countries. In addition to examining the strategies, conflicts, problem consciousness, and interests of teachers* teacher educators in both countries, the study also paints a clear picture of their trial-and-error efforts to realize social justice amidst the contradictions between systems and practices.

Through a comparison of the two countries, the purpose of this book is to draw out the challenges and possibilities of teacher education in Japan, as well as findings and suggestions for its improvement.