Abstract
The controversies surrounding the content and perspective of several Japanese textbooks are examined and the impact on geo-political relations analyzed. The ways in which these battles affect perceptions of history are discussed in a regional and global context. Extrapolating from this example, a position of inclusiveness is advanced for the content of textbooks that address controversial historical issues in Japan and elsewhere.
Recommended Citation
Cooley, Aaron
(2003)
"The Textbook Controversies in Japan: What History is Taught?,"
Essays in Education: Vol. 8:
Iss.
1, Article 1.
Available at:
https://openriver.winona.edu/eie/vol8/iss1/1
Unique Identifier
WSUEIE2003WIcooley
