In 1996, the Board of Education of the Town of Hokkai (an assumed name for a city in Hokkaido) issued a new version of supplementary readers for 3rd and 4th grade elementary school social studies classes. The sections regarding Ainu people in this text greatly differ from past versions and are progressive from the viewpoint of multicultural education.
What made this possible?
From interviews with the person in charge of both compilation of and negotiations for these new supplementary readers, and a member of the Ainu Language circle, it became clear that the codes of the negotiators had made the inclusion of such progressive statements possible. The Ainu Language circle participated in these textbook revisions as a result of their offering advice to the Board of Education on the content of sections on Ainu history and culture.
The negotiator who works for the Board of Education used the follow ing code of approach in formulating the statement: to respect the regulations of the superior organizations; to respect the description of historical facts recognized by historians as true as long as they are not deemed harmful to the pupils' intellectual growth; to take the contents of the supplementary readers of other cities into account.
The other negotiator, a member of the Ainu Language circle, had an entirely different code, but one aspect of his code (flexible negotiation), as well as the uncertainty of the situation, enabled them to find common ground.
The Monbusho (the Ministry of Education) had not indicated any selection criteria for the descriptions of the history, culture and general situation of Ainu. Also, the Hokkaido Board of Education had not prohibited descriptions of the conflicts between the Ainu and the Wajin (Ainu term for Japanes) and the hardships experienced by Ainu, which were caused by Wajin and the Japanese government.
Some of the other cities have already included these contents in their supplementary readers.
Therefore, their codes and the situation described above made the negotiations between them successful and resulted in a new version of the text which conveys a possibility to cultivate a progressive and sympathetic attitude of pupils towards Ainu culture and history.
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