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İlhan Yadigâr Kılavuz

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Open access Aug 2026

Conceptualising Ideologically Bounded Equity in Japan: A Document Analysis of Curriculum Governance, High‐Stakes Transitions and Shadow Education

This study examines how responsibility for educational fairness is represented across curriculum governance, reform cycles, selective transitions, supplementary education and values and moral education in Japan. It uses thematic document analysis of a criterion‐based purposive corpus of 43 documents: six Japanese off...

İlhan Yadigâr Kılavuz, Meral Güven · 0 citations

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