[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602210-105":59,"doc-detail-602210-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","challenges-in-fostering-democratic-participation-in-japanese-education-602210","Challenges in Fostering Democratic Participation in Japanese Education","","I draw on Dewey’s concept of a democratically constituted society to examine whether Japanese schools are organized so students can experience democratic living through diversity and interaction. I also use Reimer’s idea of citizenship education to assess whether schools cultivate competencies to understand, care about, and act on global challenges by teaching relevance and building students’ sense of purpose. PISA-based analyses indicate sorting by family background, low classroom interaction, limited teaching relevance and scientific applications, and low purpose at the end of compulsory education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/challenges-in-fostering-democratic-participation-in-japanese-education-602210/602210/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/challenges-in-fostering-democratic-participation-in-japanese-education-602210/602210.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework is used to evaluate democratic participation in Japanese schools?","Question",{"text":112,"@type":113},"The analysis uses Dewey’s concept of a democratically constituted society and Reimer’s notion of citizenship education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the PISA-based comparison suggest about Japanese education?",{"text":117,"@type":113},"It shows low school diversity due to tracking by both achievement and family background, low classroom interaction, limited teaching relevance and scientific application, and a low sense of purpose at the end of compulsory education.",{"name":119,"@type":110,"acceptedAnswer":120},"How are these educational patterns linked to youth political apathy in Japan?",{"text":121,"@type":113},"The lack of opportunities to practice democratic values, connect learning to real-world issues, and develop a sense of purpose may help explain political apathy and limited youth-led collective activism.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602210,1792192467,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Special Issue  \nEducation and the Challenges for Democracy  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 31 Number 106 | September 19 , 2023 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nChallenges in Fostering Democratic Participation in  \nJapanese Education  \nYuko Nonoyama-Tarumi  \nMusashi University  \nJapan  \nCitation: Nonoyama-Tarumi, Y. (2023). Challenges in fostering democratic participation in Japanese education. Education Policy Analysis Archives, 31(106) . [https://doi.org/10.14507/epaa.31.7996](https://doi.org/10.14507/epaa.31.7996 This)[ This](https://doi.org/10.14507/epaa.31.7996 This) article is part of the special issue, Education and the Challenges for Democracy, edited by Fernando M. Reimers.  \nAbstract: I draw on Dewey’s concept of democratically constituted society to investigate whether Japanese schools are organized in a way that students can experience democratic living, by examining diversity and interaction within schools. I also rely on Reimer’s notion of citizenship education to explore whether schools in Japan foster the competencies necessary to understand, care about, and act upon global challenges, by examining the teaching of relevance and development of sense of purpose. Based on the analyses of PISA data, I find the following characteristics of Japanese education compared to OECD countries: (1) the high school system sorts students not only by their academic achievement but simultaneously by their family background, creating the least diversified schools; (2) interaction, measured by student participation and debate in class, is low; (3) teaching relevance and application of scientific concepts in class are limited; and (4) students have a low sense of purpose at the end of compulsory education. The lack of opportunity to practice and internalize democratic values in the school, to connect what is being taught to real-world issues, and  \nto develop one’s sense of purpose may partly explain the current youths’ political apathy and why there is little youth-led collective activism in Japan.  \nKeywords: democracy; education; diversity; relevance; Japan  \nLos desafíos de la participación democrática en la educación japonesa  \nResumen: Me baso en el concepto de sociedad democráticamente constituida de Dewey para investigar si las escuelas japonesas están organizadas de manera que los estudiantes puedan experimentar una vida democrática, examinando la diversidad y la interacción dentro de las escuelas. También recurro a la noción de educación ciudadana de Reimers para explorar si las escuelas en Japón fomentan las competencias necesarias para comprender, preocuparse y actuar ante los desafíos globales, examinando la relevancia de la enseñanza y el desarrollo del sentido de propósito. Basándome en el análisis de los datos de PISA, encuentro las siguientes características de laeducación japonesa en comparación con los países de la OCDE: (1) el sistema de educaciónsecundaria clasifica a los estudiantes no solo por su rendimiento académico, sino también por su origen familiar, lo que crea escuelas con menos diversidad; (2) la interacción, medida por la participación y el debate de los estudiantes en clase, es baja; (3) la relevancia de la enseñanza y la aplicación de conceptos científicos en clase son limitadas; y (4) los estudiantes tienen un bajo sentido de propósito al final de la educación obligatoria. La falta de oportunidades para practicar e interiorizar valores democráticos en la escuela, para conectar lo que se enseña con problemas del mundo real y para desarrollar el sentido de propósito pueden explicar en parte la apatía política delos jóvenes actuales y las razones del escaso activismo colectivo dirigido por la juventud enJapón. Palabras clave: democracia; educación; diversidad; relevancia; Japón  \nDesafios na promoção da participação democrática na educação japonesa  \nResumo: Recorro ao conceito de Dewey","cbCaisR1wI6aXItJ","https://ap.wps.com/l/cbCaisR1wI6aXItJ","pdf",449045,"English","# Abstract\n## Core analytical framework\n## Key findings from PISA data\n## Implications for youth political engagement","[{\"question\":\"What framework is used to evaluate democratic participation in Japanese schools?\",\"answer\":\"The analysis uses Dewey’s concept of a democratically constituted society and Reimer’s notion of citizenship education.\"},{\"question\":\"What does the PISA-based comparison suggest about Japanese education?\",\"answer\":\"It shows low school diversity due to tracking by both achievement and family background, low classroom interaction, limited teaching relevance and scientific application, and a low sense of purpose at the end of compulsory education.\"},{\"question\":\"How are these educational patterns linked to youth political apathy in Japan?\",\"answer\":\"The lack of opportunities to practice democratic values, connect learning to real-world issues, and develop a sense of purpose may help explain political apathy and limited youth-led collective activism.\"}]","Challenges in Fostering Democratic Participation in Japanese Education | PDF",1792094243,48]