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Japanese and American Education: Attitudes and Practices

reviewed by Daniel J. Walsh - 2001

coverTitle: Japanese and American Education: Attitudes and Practices
Author(s): Harry Wray
Publisher: Bergin & Garvey, Westport
ISBN: 0897896521, Pages: 323, Year: 1999
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Readers familiar enough with both school systems to read skeptically will find Japanese and American Education:Attitudes and Practices a worthwhile but flawed book. Cross-cultural comparisons are challenging, particularly between cultures as different as American and Japanese. The book would be more useful and, possibly, more convincing, had Harry Wray showed more awareness of the challenge. Wray is Professor of Japanese History and International Relations at Nanzan University in Nagoya. From the text, one concludes that he is American, married to a Japanese woman, with four children who have attended Japanese and American schools. Given the focus of the book, more information about Wray would be useful. Wray criticizes both educational systems and argues that both systems can learn from each other. He expresses strong ideas about what is right and what is wrong with Japanese and American schools. His descriptions and analyses are detailed, and the book contains a wealth of information. Wray appears to have read everything written about Japanese schools, certainly by Western scholars. When citing American... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 103 Number 1, 2001, p. 43-45
https://www.tcrecord.org ID Number: 10585, Date Accessed: 9/19/2020 3:35:01 AM

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About the Author
  • Daniel Walsh
    University of Illinois, Urbana
    E-mail Author
    Daniel J. Walsh is an Associate Professor of Early Childhood Education at the University of Illinois at Urbana-Champaign. He works within the framework of cultural psychology, and his research examines early schooling as a context for development. He recently completed fieldwork in preschools in Japan and is working on a book on culture and early schooling. Selected publications include: Studying Children in Context: Theories, Methods, and Ethics (with Elizabeth Graue)(Sage, 1998) and High Risk Children in Schools: Constructing Sustaining Relationships with Robert C. Pianta)(Routledge, 1996).
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