Paper short abstract:

This paper introduces the debate on the new Japanese history curriculum to be implemented in 2022. Using concepts of East Asia and Empire found in the curriculum plans and textbook drafting reports, problems arising from these conceptions in regard to the examination environment are discussed.

Paper long abstract:

Due to constant criticism of history educators towards the Japanese history curriculum in general and its treatment of colonial legacies in particular, history classes in Japan are in the process of being revamped. From 2022, the divide in World History and Japanese History will be partly overcome by the introduction of a Integrated History (歷史總合) class, that will be accompanied by investigative classes (探究), which then however still is split into World- and Japanese History. These investigative classes are designed to bring students closer to source work and critical historical thinking. Thus, finally following trends long established in Europe, the overhaul of history curricula responds to the aim of making instruction more student-centered and allow for more interpretations. This then becomes a challenge for the university entrance examinations system in Japan which itself has received updates from 2021, and the myriad of cram schools preparing for them. Whilst curriculum plans are already approved by the authorities, history educators are still debating the upcoming changes, for which they are in the process of drafting history textbooks and material collections. What remains unchanged is that these still have to undergo the MEXT screening process before being approved for class.

Next to introducing the ongoing debates about the overall new framework, this paper analyses concepts of East Asia and Empire as found in the curriculum plans for the news history classes in Japan and list problems arising from them when it comes to multiple interpretations contesting multiple choice exams.