Inclusion and Wholeness: Rethinking Boundaries between the Formal and the Non-Formal in Japanese Public Education

This paper reconsiders the concept of “inclusion” by examining conceptions “totality/wholeness,” while exploring conflicts and dilemmas among various actors across boundaries between formal non-formal in Japanese public education system. Referencing process surrounding enactment new law on securing educational opportunities, notion “diversity” is examined as it pertains to conflict “publicness” schools, which includes ideas related diversity heterogeneity (otherness), “freedom educate” education. Analysis suggests that undesirable establish a definitive boundary two; instead, maintaining form tentative, intersectional, responsive would result more effective understanding diverse needs people who feel marginalized. Based this, author explores theoretical model withstands such questions inclusion. From perspective “included party,” has its own heterogeneous values relation mainstream value systems, proposes “responsive wholeness” contrast “concentric totality” order reexamine idea Finally, outlines suggestions for reexamining grounded this model.