Provincializing and globalizing critical studies of school knowledge: Insights from the Japanese history textbook controversy over 'comfort women'

Title
Provincializing and globalizing critical studies of school knowledge: Insights from the Japanese history textbook controversy over 'comfort women'
Publication Date
2016
Author(s)
Takayama, Keita
Editor
Editor(s): Leonel Lim and Michael W Apple
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
London, United Kingdom
Edition
1
Series
Routledge Research in Education Policy and Politics
UNE publication id
une:19259
Abstract
Whose knowledge is of most worth is a question that critical scholars of school knowledge and education policy have posed for some time (Apple, 1979, 2000, 2006a; Apple & Christian-Smith, 1991; Buras, 2008; Buras & Apple, 2006; Cornbleth & Waugh, 1995; Lipman, 2004; McCarthy, 1998; Whitty, 1985). This line of analysis has shown how a particular kind of knowledge becomes legitimized ( officialized) in schools, the process both shaping and shaped by the larger unequal power relationships and history of social movements. Drawing on Antonio Gramsci's notion of hegemony and Raymond William's selective tradition, these scholars have demonstrated that while the dominant groups are more likely to shape the content and form of school knowledge to maintain their dominance, they do not achieve total domination. Hegemony is won through partial incorporation of subordinate groups' experience and interests through which the dominant group generates their consent to its rule (Apple & Christian-Smith, 1991).
Link
Citation
The Strong State and Curriculum Reform: Assessing the Politics and Possibilities of Educational Change in Asia, p. 161-179
ISBN
9781138825062
9781315740164
Start page
161
End page
179

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