摘要：AbstractThe purpose of this study is to examine the contents of Japanese social studies textbooks and to determine how the school subject of social studies has been taught in Japan in order to provide an LLSC:living(abr., L1),learning(abr., L2),school activities(abr., SA) andcommunity life(abr., CL). This LLSC will determine how difficult it is for minority children to work with the curriculum materials in a non-diverse society. The methodology that was used is a critical textual analysis. The critical textual analysis in this study was performed on 18 social studies textbooks published in 2011. The LLSC was established with diverse and equitable practical support as one of the critical methodologies in this study. Using the LLSC, it was easy to discover the big questions and main issues related to multicultural education paradigm in the social studies. With regards to LLSC, Japanese social studies have not progressed in diversity. In order to obtain a more diverse and equitable contents for multicultural education, it is absolutely necessary that textbook makers and policy makers work together.
