Reforming the Japanese Preschool System: An Ethnographic Case Study of Policy Implementation

Autor/inn/en	Hayashi, Akiko; Tobin, Joseph
Titel	Reforming the Japanese Preschool System: An Ethnographic Case Study of Policy Implementation
Quelle	In: Education Policy Analysis Archives, 25 (2017) 100, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Preschool Education; Educational Change; Foreign Countries; Kindergarten; Educational Policy; Early Childhood Education; Ethnography; Teaching Methods; Administrator Attitudes; Administrative Organization; Educational Administration; Case Studies; Japan + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsverwaltung; Schuladministration; Schulverwaltung; Case study; Fallstudie; Case Study
Abstract	This is an ethnographic study of how two Japanese kindergartens are implementing the "yohoichigenka" policy aimed at reforming the Japanese early childhood education system. The cases of these two kindergartens demonstrate what happens when a top-down mandate reaches the level of individual programs. The programs creatively find ways of responding to the reform mandate and to social change while maintaining what their administrators view as their pedagogical traditions. This paper also argues for the value of ethnographic methods to show how local programs are creative, resistant, and pragmatic in how they deal with top down pressures and directives. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01