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Teaching Embodied: Cultural Practice in Japanese Preschools by Akiko Hayashi and Joseph Tobin (review)

Teaching Embodied: Cultural Practice in Japanese Preschools by Akiko Hayashi and Joseph Tobin... “lifelong learning universities.” Both chapters include a particular case study in addition to an overview of this type of organization and its role. As a whole, this collection certainly demonstrates the significant role played by various kinds of nonformal education in Japanese society. The individual essays generally provide a useful and up-to-date picture of the topic with which they deal, usually including a broad overview as well as a short case study. However, I often found myself wishing that the authors had gone into more depth. In her introduction, Okano refers to the contribution of Thomas Rohlen and Gerald LeTendre’s 1996 collection on education.3 A comparison shows that the essays in that collection were considerably longer than those in the book under review, sometimes even twice as long. Longer essays in this book would likely have been more satisfying, even if the number of essays had to be reduced as a result. Perhaps because of the relative brevity of the essays in this book, they tend to be rather cursorily descriptive. Most could do more to explore the wider or deeper theoretical significance their data might carry, either in relation to historical development in Japan or in terms http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Japanese Studies Society for Japanese Studies

Teaching Embodied: Cultural Practice in Japanese Preschools by Akiko Hayashi and Joseph Tobin (review)

Holloway, Susan D.
The Journal of Japanese Studies , Volume 43 (2) – Jul 22, 2017
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Publisher
Society for Japanese Studies
Copyright
Copyright © Society for Japanese Studies.
ISSN
1549-4721
Publisher site
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Abstract

“lifelong learning universities.” Both chapters include a particular case study in addition to an overview of this type of organization and its role. As a whole, this collection certainly demonstrates the significant role played by various kinds of nonformal education in Japanese society. The individual essays generally provide a useful and up-to-date picture of the topic with which they deal, usually including a broad overview as well as a short case study. However, I often found myself wishing that the authors had gone into more depth. In her introduction, Okano refers to the contribution of Thomas Rohlen and Gerald LeTendre’s 1996 collection on education.3 A comparison shows that the essays in that collection were considerably longer than those in the book under review, sometimes even twice as long. Longer essays in this book would likely have been more satisfying, even if the number of essays had to be reduced as a result. Perhaps because of the relative brevity of the essays in this book, they tend to be rather cursorily descriptive. Most could do more to explore the wider or deeper theoretical significance their data might carry, either in relation to historical development in Japan or in terms

Journal

The Journal of Japanese Studies – Society for Japanese Studies

Published: Jul 22, 2017

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