Decolonising the curriculum in Japanese language education in the UK and Europe

1 Introduction: description of context, aims and objectives

The concept of “Decolonising the Curriculum” (DtC) has gained significant attention in British and European higher education institutions, often framed within broader discussions of diversity and inclusion. According to Winter et al. (2022), decolonisation has become a socio-political movement aimed at critiquing colonial legacies and challenging Eurocentric power structures. Decolonisation has also extended to language studies, resulting in what Phipps (2021: 5) describes as “power dynamics” that have resulted in “the predominance of certain languages over others”. Despite the growing body of literature on DtC in language education, including works by Lin and Martin (2005), Macedo (2019), Phipps (2019, 2021), Institute of Modern Languages Research (2020), Makoni et al. (2022), and Hird (2023), Japanese language education remains notably underexplored in this context.

For Japanese language teachers in the UK and Europe, DtC discussions can often feel distant or unrelatable. It is not uncommon for educators to express uncertainty about the relevance of these debates to their teaching context or the expectations associated with DtC implementation (Cinaglia and De Costa 2022; Neville 2023). Moreover, the implications of decolonisation in Japanese language education may vary significantly depending on the learners’ cultural and linguistic backgrounds. For instance, when teaching Japanese to students from China or other East Asian and Southeast Asian countries, the colonial history of Japan as a regional power might place Japanese language in a position of dominance (Yasuda 2019). Conversely, in the context of English-speaking countries like the UK, Japanese is often perceived as a minority or marginalised language (University Council of Modern Languages and Association of University Language Communities in the UK & Ireland 2021). This duality complicates the narrative of decolonisation, sometimes making it feel as though the language is being repositioned within a framework that imposes its own form of colonial identity as a “minority language.”

These complexities prompt a critical question: What does decolonising the curriculum mean for non-European languages like Japanese, particularly in the UK and European educational contexts? To date, only a handful of studies have addressed this issue. For example, Tomatsuri (2022) explored practices of decolonisation and inclusion in Japanese language and translation teaching, and the British Association for Teaching Japanese as a Foreign Language (BATJ) adopted “Decolonising Language Education” as a conference theme in 2022, with Sato-Rossberg (2023) as the keynote speaker. However, beyond these limited examples, little has been reported or discussed. Whether this reflects a lack of implementation or insufficient documentation remains unclear.

Given this gap, this study aims to investigate the current state of Japanese language education in the UK and Europe with respect to decolonisation. Specifically, it seeks to understand how Japanese language teachers perceive and engage with DtC, if at all, and to explore how these perspectives contribute to the broader conversation about inclusive language education. By addressing these questions, this study hopes to deepen the understanding of what DtC means for Japanese language teaching and offer insights into its potential for fostering a more inclusive curriculum.

2 Account of activity: data collection and analysis

2.2 Awareness and perceptions of decolonising the curriculum (DtC)

The survey results revealed significant variations in awareness of DtC. Among Higher education respondents, 77 % reported familiarity with the concept, compared to only 35 % in non-higher education (e.g. primary and secondary schools, language schools, adult education and private tutors) contexts (Figures 1.1 and 1.2).

Figure 1.1:

Have you heard of DtC? (HE in the UK & Europe) (N = 35).

Figure 1.2:

Have you heard of DtC? (Non-HE in UK & Europe) (N = 17).

This disparity was even more pronounced when comparing familiarity levels in the UK versus Europe. Overall, we can observe, understanding of DtC remained inconsistent, with only 39 % of teachers who were familiar with the term feeling confident in their understanding of it (Figure 2).

Figure 2:

How well do you understand DtC? (UK & Europe) (N = 33).

Forty-two teachers applied DtC through four key lenses, highlighting diverse perspectives on its application:

1. Addressing power imbalances

This lens focused on moving away from Eurocentrism by reducing English-language centrism and diversifying teaching materials.

Example: One teacher used world maps with Japan at the centre during lessons to challenge Western-centric perspectives. This reflects an effort to foster critical thinking about global perspectives, a key aim of DtC.

1. Reinterpreting historical narratives

Eleven teachers aimed to foster a more balanced understanding of history. Among them, two teachers encouraged critical examination of dominant narratives and perspectives from the past.

Example: These two teachers engaged students in critical discussions on how dominant perspectives shape historical narratives, examining topics like Japan’s imperial history, social hierarchies, language biases, and national identity, fostering awareness of power dynamics in history.

1. Reframing colonised curricula

Six respondents, particularly those less familiar with DtC, associated the concept with reforming colonised countries’ curricula, which diverges from DtC’s broader aims of challenging existing power structures.

1. Student-centred curricula

Flexibility and autonomy in curriculum design were seen as crucial for adapting to specific institutional or learner needs.

Example: A higher education instructor fostered student autonomy by designing assessments that integrated students’ year-abroad experiences, enabling them to explore linguistic diversity and apply sociolinguistic concepts to practical tasks.

These interpretations underscore the variety of ways teachers perceive DtC but also reveal significant gaps in shared understanding, which presents challenges for implementation.

3 Practical applications and strategies in classrooms

Despite these challenges, 52 % of respondents familiar with DtC reported implementing related practices (Figure 3). These efforts often fell into two overarching themes:

Figure 3:

Are you doing anything related to DtC in class? (N = 33).

4 Summary of results and future prospects

This study examined the perspectives and practices of Japanese language teachers in the UK and Europe in relation to “Decolonising the Curriculum” (DtC). Drawing on questionnaire and interview data, the findings revealed that awareness of DtC is more pronounced among teachers in the UK, with 77 % of Higher Education respondents indicating familiarity, compared to 35 % in non-Higher Education contexts. Among the 77 %, there is significant diversity in how teachers interpret and apply the concept in their teaching.

Many teachers expressed limited confidence in their understanding of DtC, often citing unclear terminology and challenges in adapting it to Japanese language education. A key point of tension lies in whether DtC should primarily address Eurocentrism, Japan-centrism, or both. Complicating these discussions further is Japan’s dual identity – both as a former colonising power in Asia and as a marginalised, “minority” culture in the European context. This duality poses unique challenges in aligning Japanese language education with DtC principles.

In terms of practice, teachers in Higher Education were more likely to engage with DtC, incorporating strategies such as diversifying teaching materials, addressing cultural biases, and challenging “native speakerism.” Efforts to reduce Japan-centrism included expanding beyond the standardised notion of “correct” Japanese to embrace regional dialects and fostering critical discussions about Japan’s colonial history. Nevertheless, few practices explicitly addressed the complexities of teaching Japanese as a minority language in a Eurocentric educational framework, highlighting a gap in the broader DtC discourse.

Teachers also reported feeling excluded from institutional DtC efforts, which they perceived as being dominated by Eurocentric narratives. While many recognised the need to adopt alternative perspectives, they expressed caution about unintentionally reinforcing new cultural biases. One significant observation was the marginalisation of Japanese culture, with some students perceiving it as distant or exotic, often equating it with “otherness.” This phenomenon underscores the need for nuanced approaches to fostering cultural inclusivity.

These findings highlight the complexity of applying DtC principles to Japanese language education. For meaningful progress, a dual focus is needed to deconstruct both Japan-centrism and Eurocentrism. Teachers must navigate Japan’s unique historical and cultural position while fostering inclusive, student-centred curricula that challenge dominant narratives without imposing new biases.

To address these challenges, several recommendations emerge. Japanese language educators should actively engage in DtC discussions, bringing their unique perspectives to broader debates on language education. Curricula should be revisited to transcend the limitations of Western pedagogical frameworks, addressing specific power dynamics and cultural contexts relevant to Japanese language teaching. Documenting and sharing practical examples of DtC-aligned practices from Japanese language classrooms can help foster collaboration across disciplines and contribute to a more comprehensive understanding of decolonisation in language education.

Based on these findings, teachers must critically examine the authority embedded in teacher-student relationships, promoting inclusive pedagogy that values diverse cultural perspectives. Institutions should also expand opportunities to learn less-taught languages like Japanese, which can enhance exposure to cultural diversity and reduce biases. By creating more equitable learning environments, Japanese language education in the UK and Europe can better contribute to the broader goals of decolonisation and inclusivity, addressing its unique challenges and fostering meaningful change.