Selected publications:
“Responses by Governments and Citizens for Anti-exclusionism: The Aftermath of the Mosque Terror Attacks in New Zealand”
in OIU Journal of International Studies, 33(2), 2020, pp.1-17.
(in Japanese)
The paper examines the response to the terror attack on 15 March 2019, both by the government and the citizens of New Zealand, which drew international attention. The paper investigates the Prime Minister’s leadership and the movements by citizens that followed, and the messages from the leadership of the targeted Muslim communities. It also summarises how the setup and procedure of the Royal Commission of Inquiry was viewed by the public, and how the government agencies sought to provide support locally. In discussion, it argues, in contrast to the aftermath of terror attack in France, that New Zealand addressed exclusionism by focusing both on the terrorist’s instrumental violence as well as on the expressive violence by white supremacists, which could be highlighted as the reason for winning international acclaim.
"Charter Schools and Social Integration in New Zealand: A Focus on Maori and Pasifika Students"
in Comparative Education: Bulletin of the Japan Comparative Education Society, 56, 2018, pp.113-135.
(in Japanese)
The paper explores the possibility and the challenge of charter schools in regards to social integration. As argued by teachers unions, the fact that its implementation was not mentioned during the election campaign, that charter schools do not have parental representatives on their board, and that the obligation to disclose information is limited despite public funding, work to damage the legitimacy and lower accountability of public education system as a whole, which would not make it a reliable source of social integration. On the other hand, some Maori educationists regard charter schools, which are held strictly accountable, to be the solution to provide many Maori students opportunities to achieve excellence and to develop capabilities. For Pasifika educationists also, its introduction could open up a new pathway to establish formal schools based on their own culture and values. Paper argues that charter schools can be seen as alternative education programmes finally formalised into schools which offer qualifications with no stigmas to students who will be able to participate successfully in society. However, in the light of the solidarity needed to motivate people for redistribution, hostile division over charter schools may not be deemed desirable, although the key cause could be ascertained to be the competitive environment among schools over scarce resources.
“The Conditions of Education Reform under New Public Management: Five Political Currents Influencing ‘Tomorrow’s Schools’ Reform in New Zealand”
in Comparative Education: Bulletin of the Japan Comparative Education Society, 52, 2016, pp.113-135.
(in Japanese)
The paper articulates five political currents that had set the stage for the ‘Tomorrow’s Schools’ reform: liberal democratic tradition, new institutional economics, managerialism, the New Right, and Tino Rangatiratanga. The paper also explores how Kura Kaupapa Māori, or Māori immersion schools were developed and how they had gained the status of state schools despite impediments. The paper specifically argues that the Kura Kaupapa Māori movement worked, at least partly, to legitimize the NPM reform. The indigenous people calling for self-determination served symbolically as the role model to be delegated the power by the state.
“Language and Cultural Movement by the Indigenous Maori People”
in T. Sashima et al. (eds), Introduction to International Studies: Language, Culture and Space, 2015, pp.58-62, Horitsu-Bunka Sha.
(in Japanese)
The chapter of this textbook for undergraduate students describes the history of Maori grievances since colonisation and the language revival movement through education since the 1970s.It first explains the inconsistencies between the two languages of the Treaty of Waitingi, and then the reason why the Maori people agreed to sign the Treaty.It also explains how the Kohanga Reo and the Kura Kaupapa Maori movement have been the key to the language revival, and also briefly states how Kura Kaupapa Maori have become state schools.
“Educational Developments and Challenges of Maori people”
“Challenges to Educational Quality Assurance for the Pasifika People: School Responsiveness to the Cultural Background”
in M. Aoki et al. (eds), New Edition: Education in Australia and New Zealand, 2014, pp.130-142, Toshindo.
(in Japanese)
This section of the book describes the historical background and the current issues regarding education of the Maori and Pasifika peoples. It first explains how Kura Kaupapa Maori were established as part of the language revival movement and how they were promoted in resistance to the existent school system hitherto controlled predominantly by Pakeha or European people. Challenges still remain regarding how other state schools foster education to learn the value of Maori culture and build a partnership with the Whanau. The section also points out the challenges schools face in developing their responsiveness to Paskfika students’ cultural background.
“State Control and Support of Indigenous Schools in New Zealand: Analysis of Third Party Review Reports on Kura Kaupapa Maori”
in Journal of Oceanian Education Studies, 18, 2012, pp.46-65.
(in Japanese)
The paper investigates how the indigenous school movement has been controlled and supported by the state in New Zealand, through the analysis of Education Review Office or the third party review reports on Kura Kaupapa Maori. It analyses reports on nine schools where the Education Review Office had to return for supplementary reviews after 2008. The paper points out three pillars of the education reviews on Kura Kaupapa Maori that constitute state control and support: to empower Whanau, to assure the quality of immersion settings and the efficiency of self-management structures.
"Disparity and Diversity in New Zealand School Management: Market and Autonomy"
in Comparative Education: Bulletin of the Japan Comparative Education Society, 44, 2012, pp.45-66.
(in Japanese)
The paper investigates how the principles of market and autonomy have affected the management of schools in New Zealand, and what disparity and diversity can be identified, based on interviews conducted in 2008 and 2009 with active and retired principals and deputy principals from state,integrated, and independent schools with various characteristics. The paper finds that under the concepts of school choice and autonomy, alternative types of schools have sprung, providing education tailored to the needs of minority students. These schools not only develop unique governance structures based on favourable relationships with the community, but also maintain sound financial situations through growing student enrolments. However, such trends may be indicating a new disparity based on expertise and strategies to present special characteristics.
"Diversity and Quality Assurance in New Zealand Schools: Recent Policies and Implications"
in Comparative Education: Bulletin of the Japan Comparative Education Society, 41, 2010, pp.78-96.
(in Japanese)
The paper outlines three recent initiatives, including NCEA in secondary education, the New Zealand Curriculum both in primary and secondary education, and the National Standard in primary education. It describes the backgrounds of and arguments within New Zealand over each initiative.
"Politics of Qualification Reform in Late Secondary Education: National Certificate of Educational Achievement (NCEA) in New Zealand
in OIU Journal of International Studies, 23 (1), 2009, pp.63-79.
(in Japanese)
Based on interviews conducted in 2008 and 2009, the paper examines the politics of a new qualification system introduced in New Zealand from 2002 on. The results indicate that the new system was viewed positively by schools drawing students from lower socio-economic communities. In contrast, private high schools focusing on the excellence and schools that value holistic learning criticised the change, raising the issue of fragmentation of learning.
"School Choice and Alternative Education: Special Character Schools and the Alternative Education Programme in New Zealand"
in Comparative Education: Bulletin of the Japan Comparative Education Society, 37, 2008, pp.133-154.
(in Japanese)
The paper explored the implications of educational reforms for alternative education. It examined three types of 'special character schools', and 'alternative education programmes'. It argued that special character schools in New Zealand may be viewed as offering 'extra' education rather than 'alternative' education, as they offer special character education on top of the standardised education required by the National Curriculum. Further, while the New Zealand public school system has surely regained legitimacy by enhancing choice and diversity, 'alternative education' in the country now seems to function to supplement the system, rather than challenging it as the term used to connote during the 1960s and 70s.
"Culture as 'Resource' in Alternative Education: A Case in a Multiethnic Nation, New Zealand"
in Studies in Cross-Cultural Communication, 2007, pp. 83-98.
(in Japanese)
The paper depicts how alternative education programmes in New Zealand were helping to tackle the educational issues reflecting structural inequality. Also it argues that many of the programmes offer 'life-scripts' blessed with the ethnic cultures, which are critical to identity formation of the ‘alienated’ youths. It also discusses the recognition of multi ethnicity was crucial for the government to fund such alternative programmes.
"Why can’t they become homeschoolers?: Sociology of parenting philosophy over non-attendant children in Japan"
Paper presented to American Sociological Association 2001 Annual Meeting, Sociology of Education Section, in Anaheim
The paper attempts to answer why interest in homeschooling has not grown much in Japan, despite its increasing number of non-attendant students. It focuses on how mothers develop their own philosophy at self-help meetings to deal with their non-attendant children. As mothers reflect and realise their past excessive interest in their children, they decide not to think ahead on the children's behalf. Such decisions make the parents think that it is up to their children to go back to school or not, and they take less educational initiatives about them, which leads them away from choosing homeschooling.
"Institutional Environment of Homeschooling in New Zealand: In the Context of Educational Reform since the 1980s"
in Bulletin of the Graduate School of Education, the University of Tokyo,
No. 40, 2001, pp.59-68.
(in Japanese)
The paper retraces how educational reform since the 1980s created a favourable environment for the homeschooling movement. It emphasises that the homeschoolers’ movement recognised the State's role as significant especially to protect the children's rights.
"Two Cases of Privatization in the Choice of Non-Public Education: Families that chose International Schools"
in The Journal of Educational Sociology, No. 65, Oct. 1999, pp.5-23.
(in Japanese)
“International schools” using English as the medium of instruction are not approved as lawful schools by the Japanese Ministry of Education, as they are originally for foreign citizens, but they have become popular among Japanese families as well. Parents of 20 families who send their children to those schools were interviewed to investigate the reason behind the increase. The paper found that while the schools offer a desirable environment for families with multicultural backgrounds, a division can be seen within Japanese children between those who have economic, cultural, and social capital and those who do not.
Most of my research has been possible with the help of school principals, educators and educationists in various parts of New Zealand.
I would like to express my deepest gratitude for their cooperation.