Education and Social Inequalities in Contemporary Japan: from Equality of Opportunity to Disparities in Outcomes?

Dedicated to the exploration of the links between education and social inequalities in contemporary Japan, this study day questions the dynamics that, beyond the stated principles of equal opportunities, contribute to the reproduction or accentuation of social and educational disparities. Through the cross-interventions of two education specialists, we will question and discuss the mechanisms at work in the Japanese educational system, their recent evolutions and their effects on individuals' journeys. The objective is to open a comparative and multidisciplinary reflection on the social, political and cultural issues raised by these transformations.

KARIYA Takehiko (Emeritus Professor at University of Oxford, Professor at Sophia University, Tokyo): “The Japanese Interpretation of Educational Inequality: A Sociology of Knowledge on Translated Concepts of 'Class', 'Opportunity', and 'Inequality'”

Abstract
Empirical research findings suggest that Japan has maintained a level of inter-class inequality in social mobility comparable to that of many other advanced societies. Similar analytical results have been presented concerning the relationship between social class and educational attainment. However, the empirical dimension of this problem is distinct from the way the issue is perceived and understood by the society and its people. When we perceive and articulate equality and inequality in education, the specific vocabulary employed is crucial. The characteristics of these words and concepts create differences in how we, as a society, construct the problem of educational inequality.
This presentation focuses on the language used in Japan to discuss equality and inequality–most of which consists of concepts translated from Western languages. For instance, the English term “class” is a critical concept for analysing and discussing inequality. However, an analysis of how this term has been translated and discussed within the Japanese context reveals significant deviations from the original English concept. Similar issues can be pointed out with the terms “opportunity” and “inequality”. By undertaking a historical and sociological analysis of the underlying “knowledge” that frames our understanding of equality and inequality, this presentation will argue why educational inequality has not become a major political and policy issue in Japan. 

Steve R. ENTRICH (Senior Researcher, Institute of Asian and Oriental Studies (AOI), University of Zurich): “Educational Competition and Status Attainment in Japan Revisited: From School to Work to Happiness?”.

Abstract
Since the 1980s, Japan has undergone dramatic demographic, economic and social change, which has had a lasting impact on young people in particular. The lost decade following the burst of the bubble-economy in the early 1990s was accompanied by rising youth unemployment, an erosion of job security and widening inequalities. Japan became soon known as kakusa shakai or “gap society”. Young people born in the 1980s and 1990s, who have never experienced the booming Japanese economy, started questioning the traditional path towards “happiness”: It seemed as if the arduous path to one of the high ranked universities did no longer guarantee men well-paid, secure jobs in major companies, whereas significant labor market barriers and gendered family expectations continue to restrict women’s opportunities to pursue men-equivalent careers despite having high educational credentials. 
In this talk, I will discuss how and why the sweeping educational reforms that were intended to reduce competition and inequality between students may have not had the anticipated results. Worse still, related problems of bullying, delinquency, truancy, and student suicide resulting from the rigid, uniform school system, its multiple rules and the highly competitive exam culture (and the resulting “exam hell”), as well as the high use of private supplementary lessons (at juku/yobikô) have by no means disappeared. 
Drawing on recent national panel data for youth in Japan, this paper theoretically and empirically examines the question: What are the challenges youth face on their way to (un)happiness in present Japan? Results are discussed with regards to gender and social inequalities focusing in particular on the ongoing role of private supplementary tutoring for educational competition and inequality formation for the first time also looking into effects of these pathways for life satisfaction in early adult life.

Remote participation possible. Please contact the organizers.

Organizers :

Christian GALAN View e-mail

Marine DEPLECHIN View e-mail