Journal für International und Interkulturell Vergleichende Erziehungswissenschaft

Ausgabe

15. Jahrgang, 1/2009

Der japanische Diskurs zur Vergleichenden Erziehungswissenschaft: von Länderberichten zur funktionalen Analyse?

Autor(en)

Masashi Urabe

Abstract

The discourse of comparative education in Japan is characterized by the adoption of the developments in other countries. For Japanese researchers in comparative education, it has been important to report the facts abroad exactly by using original data and documents. The comparative research consists mostly of the reports on education in other countries, or of the overview reports on a certain issue on the basis of the data from each country. Because of the difficulties of foreign languages and intercul-tural communication, the comparative education in Japan usually focuses on introduction or reproduc-tion of a discourse abroad instead of its interpretation. This perspective implies an interpretation with-out discussing its blind spot. Although this perspective was criticized by three Japanese comparative researchers in the 1990s, the introduction or reproduction of a discourse abroad still remains the most important element of the Japanese comparative research. This paper follows the methodological dis-course in Japanese comparative education, and proposes another methodology in comparative educa-tion showing an example of the author’s own research, which analyzes German school reports from the viewpoint of systems theory.


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