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University of the People *
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EDUC 5010
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
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3
Uploaded by PresidentPolarBear2971
Kobayashi, T., & D Musslewhite. (2002). Japan-education system. In Christensen, K., &
Levinson,
D
(Ed.).
Encyclopedia
of
Modern
Asia,
Vol
3, pp.
217-
222. http://link.galegroup.com/apps/doc/CX3403701419/GVRL?
u=lirn17237&sid=GVRL&xid=f79ecce2
This article gives a historical overview of Japan's system of education. The country had
various schools for children of various class of society members until 1872 when the task of
establishing modern public education system was commenced and open to all children
notwithstanding the societal status of their parents. The aims of this new education system
were to "catch up industrially with the West and to instill a sense of national, albeit emperor-
centered, identity", and several aspects of western education—those of the US, Germany and
France—were combined in the new education system.
I have chosen this artifact because of the insight it gives into the educational history of a non-
Western country like Japan. It particularly interests me to see how they moved away from
segregation to inclusion in their education, even though that was politically motivated, and I
think the quest for political relevance should not have been the only motivation for such a
great move.
A
guide
for
ensuring
inclusion
and
equity
in
education
.
(2017).
UNESCO. http://unesdoc.unesco.org/images/0024/002482/248254e.pdf
licensed under CC
BY-SA 3.0. This article highlights methods with which inclusion and equity can be ensured. Some of
these include:
Valuing the presence, participation and achievement regardless of their contexts and
personal characteristics.
Recognizing the benefits of student diversity, and how to live with, and learn from,
difference.
Collecting, collating and evaluating evidence on children’s barriers to education
access, to participation and to achievement, with particular attention to learners who
may be most at risk of underachievement, marginalization or exclusion.
I have chosen this artifact because of the practical ideas it avails me in order to do what is
within my personal capacity to ensure inclusivity for all students in my classroom. Since
reading it, I have been taking deliberate steps to integrate some of those ideas into my
practice.
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