Until the early 1990s, Japanese education was widely commended for achieving outstanding outcomes in global comparison. At the same time, it was frequently criticized for failing to cultivate 'individuality' and 'creativity' in students. Wide-ranging education reforms were enacted during the 1990s to remedy these perceived failings. However, as this book argues, the reforms produced a different outcome than intended, contributing to growing disparity in learning motivation and educational aspiration of students from different class backgrounds instead. Takehiko Kariya demonstrates by way of empirical sociological analysis that educational inequality in Japan has been expanding, and that a new mechanism of educational selection has begun to operate, which he calls the 'incentive divide'. Casting light on recent changes in Japanese society to critically reassess educational policy choices, this book's quantitative and qualitative analyses of the 'mass education society' in post-war Japan offer important insights also for understanding similar problems faced in other parts of the world at present. Translated into English for the first time, the Japanese language version of Education Reform and Social Class in Japan won the first Osaragi Jiro Prize for Commentary sponsored by the Asahi shinbun. This book will be of interest to students and scholars in the fields of Asian studies, Japanese studies, education, sociology and social policy.

Until the early 1990s, Japanese education was widely commended for achieving outstanding outcomes in global comparison. At the same time, it was frequently criticized for failing to cultivate 'individuality' and 'creativity' in students. Wide-ranging education reforms were enacted during the 1990s to remedy these perceived failings. However, as this book argues, the reforms produced a different outcome than intended, contributing to growing disparity in learning motivation and educational aspiration of students from different class backgrounds instead.

Takehiko Kariya demonstrates by way of empirical sociological analysis that educational inequality in Japan has been expanding, and that a new mechanism of educational selection has begun to operate, which he calls the 'incentive divide'. Casting light on recent changes in Japanese society to critically reassess educational policy choices, this book's quantitative and qualitative analyses of the 'mass education society' in post-war Japan offer important insights also for understanding similar problems faced in other parts of the world at present.

Translated into English for the first time, the Japanese language version of "Education Reform and Social Class in Japan "won the first Osaragi Jir Prize for Commentary sponsored by the "Asahi shinbun." This book will be of interest to students and scholars in the fields of Asian studies, Japanese studies, education, sociology and social policy.

How has schooling functioned in the construction of meritocratic national systems historically? To what extent will these historical patterns and normative commitments continue in the new era of a global meritocracy? And ultimately, how can educators effectively balance the inherent tension between individual merit and standardized quality? Kariya and Rappleye explore the answers to these questions and more by focusing on the Japanese model, long recognized globally for being one of the most equitable and meritocratic systems in the world. Looking at the country's educational history and policy shifts, the authors point to the important comparative lessons for sociology and education research. They show how the Japanese experience can inform global approaches to educational reform and policymaking-and how this kind of exploration can reinvigorate a more rigorous discussion of meritocracy, equality, and education. Book Features: Rethink the complex relationships among meritocracy, education, and equality from a global perspective. See how nations beyond North America and Western Europe have developed different, more equitable approaches to improve outcomes for all learners. Explore the root causes of current problems in meritocracy through a look at the historical background of Japan's postwar experience. Transcend prevailing stereotypes of Japanese education and society, and reconceptualize these differences as alternative approaches. Understand how pedagogical approaches and funding mechanisms are fundamentally entangled through the authors' rich empirical detail.

How has schooling functioned in the construction of meritocratic national systems historically? To what extent will these historical patterns and normative commitments continue in the new era of a global meritocracy? And ultimately, how can educators effectively balance the inherent tension between individual merit and standardized quality? Kariya and Rappleye explore the answers to these questions and more by focusing on the Japanese model, long recognized globally for being one of the most equitable and meritocratic systems in the world. Looking at the country's educational history and policy shifts, the authors point to the important comparative lessons for sociology and education research. They show how the Japanese experience can inform global approaches to educational reform and policymaking-and how this kind of exploration can reinvigorate a more rigorous discussion of meritocracy, equality, and education. Book Features: Rethink the complex relationships among meritocracy, education, and equality from a global perspective. See how nations beyond North America and Western Europe have developed different, more equitable approaches to improve outcomes for all learners. Explore the root causes of current problems in meritocracy through a look at the historical background of Japan's postwar experience. Transcend prevailing stereotypes of Japanese education and society, and reconceptualize these differences as alternative approaches. Understand how pedagogical approaches and funding mechanisms are fundamentally entangled through the authors' rich empirical detail.

In this volume, eight leading Japanese scholars present their research on profound and sensitive issues facing Japanese society, much of which has not been available to the English-speaking world. Travelling from Japan to engage in a unique forum at the University of California, they joined eminent professors Befu, DeVos, and Rohlen to bring over fifty leading scholars up to date on the global challenges facing Japan and how education has and will play into the reformulation of its identity. Chapters examine such topics as education policy changes, the education of minorities, including the Burakumin, the hegemony of college entrance examinations, social mobility and basic human rights, increased economic competition and global migration, political influences on educational reform, and the future of Japanese education.