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Status, virtue and duty: a historical perspective on the occupational culture of teachers in Japan

Editor’s note This historical paper is an introduction to curriculum thinking in Japan. It discusses contested value frameworks that have exercised professional educators in the light of two ‘Western’ interventions: the modernization initiatives of the Meiji government of the nineteenth century and the policies that followed Japan’s defeat in the Second World War. Overall, it reports on conflicts between valued‐based and knowledge‐based views of curriculum content that still prevail in the twenty‐first century.