This qualitative study examined how the Japanese university English entrance examination reform functions as policy planning and elucidates how the reform has ended up stratifying high school English teaching practices, exacerbating disparities between students who have access to quality instruction and those who do not. Central to the argument is how the lack of understanding of intersectionality when planning English education policy leads to planning inequality and privileging elites in the Japanese education context.
Keywords
English education policy, university entrance examinations, intersectionality
Schedule:
- Doors open 18:00
- Presentation 18:15-19:45
- Out of room by 20:00
As usual, attendees will be getting together after the meeting to socialize at a local pub or restaurant and anyone is welcome to join.
Please note that the mask policy for the venue is to require masks.
