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Studies on bullying at school proliferate, but the discourse is seriously lacking in sociological perspective. The explanation as to why some students bully others has been sought primarily within the personal attributes of the bully and the victim. Despite the fact that the school is the place where most bullying occurs, school factors that are correlated with the prevalence of bullying have been under-investigated. In Japan, however, schools have been subject to great scrutiny. By reviewing the Japanese literature on bullying (ijime), this paper discusses factors that appear to contribute to the school climate in which bullying among students becomes commonplace. These include authoritarian, hierarchical, and power-dominant human relationships, alienating modes of learning, high levels of regimentation, dehumanising methods of discipline, and highly interventionist human relationships in an excessively group-oriented social environment. The paper suggests the paradigm of student bullying needs to be re-thought. [ABSTRACT FROM AUTHOR]

This paper discusses the Japanese history textbook controversy over 'comfort women' to tease out insights that help globalize the existing theoretical discussion of politics of school knowledge. I begin by documenting how the domestic struggles over Japanese history textbooks are empowered and disempowered by the regional and international power relations. Using the Japanese case, I first problematize the use of hegemony in critical scholarship wherein struggles over school knowledge have been defined within the framework of a nation-state. Second, I call for situating the discussion of counter-hegemonic strategies in the increasingly internationalized politics of education witnessed around the world. In sum, this study calls for broadening the application of the notions of hegemony and counter-hegemony in critical education scholarship to take full account of the complex political dynamics of globalizations. [ABSTRACT FROM AUTHOR]

This paper investigates how the Rape of Nanking in December 1937 and January 1938 by the Imperial Japanese Army is reported in the 88 history textbooks used in Japanese high schools in 1995, and which had passed the compulsory authorisation system of the Japanese Ministry of Education. An analysis of the language of the textbooks shows that, although the textbooks do deal with the this atrocity in reasonable detail, there is a consistent pattern of language use that has the effect of isolating knowledge of the Rape of Nanking from Japan and Japanese people. One possible result of this is that pupils in Japan today have no basis from which they can critically respond in an informed manner to denials within modern Japanese society that this atrocity took place. This discussion is framed in terms of a critical discourse analysis informed by the systemic functional model of grammar. [ABSTRACT FROM AUTHOR]

The serious problem in Japanese education today is the excess of competition. Although that helps the high standard of Japanese education, it also brings about many difficulties for young people. The competition in the school system is, in general, closely related to the competition in society as a whole, especially in the labour market. The structure of the labour market has a strong influence on competition in the school. For example, the British segmented labour market divides the competition by occupation, and it helps the diversified structure of post-compulsory education/training. Meanwhile, in the Japanese labour market, which is characterised by Japanese-style employment, the competition is little divided by occupation, and this helps the unitary structure of competition in the school. Comparing Japan and Britain, this paper will examine the structural causes of the competition in the school system. [ABSTRACT FROM AUTHOR]