The Rise of Extremism and Challenges for Education in Japan

• In Event: 31.077 - Challenging Extremism? Education for Justice and Peace in a World of Competing Ideologies

Abstract

This paper examines emerging extremism and the challenges this poses for education in Japan. It highlights the characteristics of far-right movements and their impact on education, and examines teachers’ concerns and reactions through empirical research (interviews) with teachers in public high schools. This paper illustrates the characteristics of the current trends of nationalism in relation to education in Japan. It reports teachers’ voices, reflecting their concerns and uncertainties regarding education against extremism, as well as exploring their approaches in tackling far-right ideology which is spreading amongst youth.
Far-right ideology, connected with the discourse of xenophobia and historical revisionism, has been spreading rapidly through the Internet. It was reinforced by recent political tensions among neighboring countries, with a number of far-right demonstrations taking place when territorial disputes with South Korea and China became heated in 2012. According to Ito (2014), far-right ideology and movements are not solely driven by government initiatives or international politics, but also by a sense of insecurity and deprivation that are widely shared in contemporary Japanese society.
Since its surrender in 1945, Japan has developed as a democratic country based on pacifism. From this time, explicit expression of patriotism became a sensitive issue because it is a reminder of pre-war militarism and imperialism. Schools often become an arena of ideological conflicts on issues such as the national anthem or the national flag of Japan as they are considered symbols of (militaristic) nationalism. Nevertheless, there have been various attempts to enhance nationalism in education by political conservatives. The Fundamental Law of Education was revised in 2006 and “fostering patriotism” was added to the purposes of education. Also, the current government promotes Moral Education which emphasizes discipline and traditional morality, and they ordered the board of education in Okinawa prefecture to adopt a conservative textbook despite the refusal of the local school board (Japan Times, 2013).
My interview data reveals that despite concerns among teachers about emerging nationalism and extremism, they are seldom involved in educational initiatives that explicitly tackle the far-right. Because Article 12 of the Fundamental Law of Education requires teachers to refrain from involvement in “political education or other political activities for or against any specific party”, teachers tend to adopt a subtle or indirect approach. Also, emerging extremism raises specific questions: “Is participation in a racist demonstration legitimate in the same way as in a demonstration for peace?” “Does freedom of speech extend to hate speech?” The paper concludes by considering the implication of these findings for education policy and practice.

References
Ito, K. (2014). Anti-Korean sentiment and hate speech in the current Japan: A report from the street. Procedia Environmental Sciences, 20, 434-443.

Japan Times (2013). “Minister orders defiant school board to use conservative book” October, 19. Retrieved from: http://www.japantimes.co.jp/news/

Yoshino, K. (2007). Wakamono no ukeika/hoshuka to Nationalism: shakai chosa wo tooshite daigakusei to kangaeru (Youth and Nationalism in Contemporary Japan: Enquiring issues with university students). The Annual Review of Sociology, 20, 2-12.

Author

• Yuka Kitayama, Buskerud and Vestfold University College