Papers by Christopher Frey
Comparative Education Review, Jan 1, 2007
The same presentation, but mostly in English.
International Influences on the Development of Mi... more The same presentation, but mostly in English.
International Influences on the Development of Minority Education in Japan: The Ainu Case, 1800-1910.
The talk will focus on four examples of how international events, actors, and models of schooling impacted the policy and practice of schooling and education for the Ainu in the 19th Century. The first example is the development of the concept of buiku (撫育）during the first era of direct bakufu control over Ezo in 1799. These policies of development, aid, and charity initiated a period of assimilationist policies in Ezo that were rooted both in Japan’s own concepts and practices of benevolent rule (仁政) and benevolent care (撫育）, and examples of Russian and Christian benevolence witnessed by Japanese surveyors in the Kurile Islands. The second case reviews the Tokyo Provisional School (東京開拓使仮学校), which later became the Sapporo Agricultural School, modeled after the Land Grant Colleges of the United States, and introduced by American foreign consultants at the start of the Meiji Period. The third case looks at a textbook written completely in the Ainu language by Christian Missionaries, and used in a system of charity schools established across Hokkaido in the late 1880s. The final case looks at the Abuta Industrial School in Hokkaido, built by Japanese Christian Oyabe Zenichiro, and modeled after the industrial schools in the United States for African-American and American Indian youth. This analysis suggests that the foreign borrowing and influence on Japan’s educational system, particularly in relation to the Indigenous Ainu, has had an important impact on the development of Ainu education, and suggests new ways of understanding the development of Japan’s educational system, and the transnational flows of ideas about minority education in the 19th Century.
A short analysis of the 'geology' of reforms of one teacher education program, with discussion of... more A short analysis of the 'geology' of reforms of one teacher education program, with discussion of current issues and reforms in US teacher education. In Japanese, translated by Keio University Professor Kazuhiza Fujimoto.
1. 本日の4つのトピック
a. １つ目の事例は、1799年、江戸幕府による最初の蝦夷直轄期における撫育概念の発展をみる。これらの開発・扶助・慈善の政策は蝦夷地の同化主義者の政策を先取りした時代... more 1. 本日の4つのトピック
a. １つ目の事例は、1799年、江戸幕府による最初の蝦夷直轄期における撫育概念の発展をみる。これらの開発・扶助・慈善の政策は蝦夷地の同化主義者の政策を先取りした時代でもあり、仁政や撫育といった日本固有の概念と実践に根ざすと同時に、千島列島を調査した日本人たちにより持ち込まれたロシア人やキリスト教徒の慈善活動事例に淵源を持っていた。
b. 第二の事例として、後に札幌農学校となる東京開拓使仮学校をとりあげる。これは米国の土地付与大学(Land Grant Colleges)を模範とし、明治初期にアメリカ人の招聘顧問たちにより導入されたものである。
c. 第三の事例では、キリスト教宣教師たちによりすべてアイヌ語で著された教科書に注目する。この教科書は1880年代後半に北海道全道に創設された慈善学校にて使用されていたものである。
d. 最後に取り上げる事例は、北海道の虻田実業学校である。日本人キリスト教徒小谷部全一郎により設立され、米国で黒人やネイティヴ・アメリカンの若者向けに創られた実業学校をモデルにしている。
Translated into Japanese by Keio University Professor Kazuhisa Fujimoto
Translated by Professor Aki Yonehara, Toyo University.
This paper analyses recent policy statements around international education produced by US state ... more This paper analyses recent policy statements around international education produced by US state boards of education and their international education advisory councils, and investigates policy developments in two US states, Ohio and Indiana, to better ground the discussion of education policy-making in the local political, economic, and educational environment. Since 2001, several US states have published policy statements encouraging the expansion of international education in public schools, particularly world-language study and student and teacher exchange programmes. However, this analysis of the broader aims of this push to internationalize curriculum suggests that they are grounded in local and state issues. Rather than expanding the goals and aims of education from the local to the global, this study argues that these policies establish clear boundaries that limit international education to local economic and national security concerns.
In 2003, the Hashemite Kingdom of Jordan initiated two major education reform projects: the Educa... more In 2003, the Hashemite Kingdom of Jordan initiated two major education reform projects: the Education Reform for Knowledge Economy (ERfKE) and the Jordan Education Initiative (JEI). With specific attention to JEI, this paper argues that the 'policyscape' of Jordan, especially major involvement of the U.S. in the reform project, is crucial to understanding the challenges associated with the project's implementation.
Other by Christopher Frey
Drafts by Christopher Frey
It is a pleasure to write a response to Rolf Straubhaar's (2014), "The stark reality of the 'Whit... more It is a pleasure to write a response to Rolf Straubhaar's (2014), "The stark reality of the 'White Saviour' complex and the need for critical consciousness: a document analysis of the early journals of a Freirean educator" published in Compare. Straubhaar's article analyzes personal journals he wrote in Mozambique, early in his career as an international development worker. He concludes from this self-reflection that his own sense of a "White Saviour mentality" was "quite evident" in those writings, as he analyzes his interactions with colleagues recorded in his personal journals (p. 385). The author's sense of self as a White, university-credentialed US citizen from an upper middle income background is reflected the power relations and his management approaches with his colleagues in Mozambique. This led him to begin to question his own motives, "that first step towards critical consciousness" (p. 396, italics original) as a Freirean educator. Freire's (1970) The Pedagogy of the Oppressed and his numerous subsequent works generated new fields of inquiry about the relationships between access to literacy, schooling, power, the reproduction of oppression and the perpetuation of inequality. Freire's original ideas emerged from his work in adult education in Brazil, but have been adapted across education systems, in community development, and many other fields. Straubhaar's article contributes to the literature on critical conscientization of international development workers (Escobar, 2004; Heron, 2007; Cole, 2012) by reflecting on power dynamics of development work, the range of relationships that are forged in such work, and how he interprets those interactions in relation to the White Saviour (Industrial) Complex.
The Administration of Barack Obama has been the fiercest advocate in US history for LGBTQ+ rights... more The Administration of Barack Obama has been the fiercest advocate in US history for LGBTQ+ rights and protections. The record is stunning: between 2009 and 2017, many dubious policies were eliminated, such as "Don't Ask,
Uploads
Papers by Christopher Frey
International Influences on the Development of Minority Education in Japan: The Ainu Case, 1800-1910.
The talk will focus on four examples of how international events, actors, and models of schooling impacted the policy and practice of schooling and education for the Ainu in the 19th Century. The first example is the development of the concept of buiku (撫育）during the first era of direct bakufu control over Ezo in 1799. These policies of development, aid, and charity initiated a period of assimilationist policies in Ezo that were rooted both in Japan’s own concepts and practices of benevolent rule (仁政) and benevolent care (撫育）, and examples of Russian and Christian benevolence witnessed by Japanese surveyors in the Kurile Islands. The second case reviews the Tokyo Provisional School (東京開拓使仮学校), which later became the Sapporo Agricultural School, modeled after the Land Grant Colleges of the United States, and introduced by American foreign consultants at the start of the Meiji Period. The third case looks at a textbook written completely in the Ainu language by Christian Missionaries, and used in a system of charity schools established across Hokkaido in the late 1880s. The final case looks at the Abuta Industrial School in Hokkaido, built by Japanese Christian Oyabe Zenichiro, and modeled after the industrial schools in the United States for African-American and American Indian youth. This analysis suggests that the foreign borrowing and influence on Japan’s educational system, particularly in relation to the Indigenous Ainu, has had an important impact on the development of Ainu education, and suggests new ways of understanding the development of Japan’s educational system, and the transnational flows of ideas about minority education in the 19th Century.
a. １つ目の事例は、1799年、江戸幕府による最初の蝦夷直轄期における撫育概念の発展をみる。これらの開発・扶助・慈善の政策は蝦夷地の同化主義者の政策を先取りした時代でもあり、仁政や撫育といった日本固有の概念と実践に根ざすと同時に、千島列島を調査した日本人たちにより持ち込まれたロシア人やキリスト教徒の慈善活動事例に淵源を持っていた。
b. 第二の事例として、後に札幌農学校となる東京開拓使仮学校をとりあげる。これは米国の土地付与大学(Land Grant Colleges)を模範とし、明治初期にアメリカ人の招聘顧問たちにより導入されたものである。
c. 第三の事例では、キリスト教宣教師たちによりすべてアイヌ語で著された教科書に注目する。この教科書は1880年代後半に北海道全道に創設された慈善学校にて使用されていたものである。
d. 最後に取り上げる事例は、北海道の虻田実業学校である。日本人キリスト教徒小谷部全一郎により設立され、米国で黒人やネイティヴ・アメリカンの若者向けに創られた実業学校をモデルにしている。
Translated into Japanese by Keio University Professor Kazuhisa Fujimoto
Other by Christopher Frey
Drafts by Christopher Frey
International Influences on the Development of Minority Education in Japan: The Ainu Case, 1800-1910.
The talk will focus on four examples of how international events, actors, and models of schooling impacted the policy and practice of schooling and education for the Ainu in the 19th Century. The first example is the development of the concept of buiku (撫育）during the first era of direct bakufu control over Ezo in 1799. These policies of development, aid, and charity initiated a period of assimilationist policies in Ezo that were rooted both in Japan’s own concepts and practices of benevolent rule (仁政) and benevolent care (撫育）, and examples of Russian and Christian benevolence witnessed by Japanese surveyors in the Kurile Islands. The second case reviews the Tokyo Provisional School (東京開拓使仮学校), which later became the Sapporo Agricultural School, modeled after the Land Grant Colleges of the United States, and introduced by American foreign consultants at the start of the Meiji Period. The third case looks at a textbook written completely in the Ainu language by Christian Missionaries, and used in a system of charity schools established across Hokkaido in the late 1880s. The final case looks at the Abuta Industrial School in Hokkaido, built by Japanese Christian Oyabe Zenichiro, and modeled after the industrial schools in the United States for African-American and American Indian youth. This analysis suggests that the foreign borrowing and influence on Japan’s educational system, particularly in relation to the Indigenous Ainu, has had an important impact on the development of Ainu education, and suggests new ways of understanding the development of Japan’s educational system, and the transnational flows of ideas about minority education in the 19th Century.
a. １つ目の事例は、1799年、江戸幕府による最初の蝦夷直轄期における撫育概念の発展をみる。これらの開発・扶助・慈善の政策は蝦夷地の同化主義者の政策を先取りした時代でもあり、仁政や撫育といった日本固有の概念と実践に根ざすと同時に、千島列島を調査した日本人たちにより持ち込まれたロシア人やキリスト教徒の慈善活動事例に淵源を持っていた。
b. 第二の事例として、後に札幌農学校となる東京開拓使仮学校をとりあげる。これは米国の土地付与大学(Land Grant Colleges)を模範とし、明治初期にアメリカ人の招聘顧問たちにより導入されたものである。
c. 第三の事例では、キリスト教宣教師たちによりすべてアイヌ語で著された教科書に注目する。この教科書は1880年代後半に北海道全道に創設された慈善学校にて使用されていたものである。
d. 最後に取り上げる事例は、北海道の虻田実業学校である。日本人キリスト教徒小谷部全一郎により設立され、米国で黒人やネイティヴ・アメリカンの若者向けに創られた実業学校をモデルにしている。
Translated into Japanese by Keio University Professor Kazuhisa Fujimoto