Beyond the Dilemma of Open Data: Visualization Practices as Voluntary Social Impact Assessment

This paper examines the procedural structure and ethical foundations of a visualization project that utilized the Population Census to map the distribution of individuals who did not complete compulsory education in Japan. While such visualizations offer potential as basic resources for understanding regional disparities in learning opportunities, they also risk misinterpretation and unwarranted stigmatization when contextual information is insufficient. Focusing on a project conducted by the Japan Society for the Promotion of Basic Education, this study analyzes three components of the visualization process: the presentation of statistical indicators, the attachment of contextual explanations, and the iterative discussions held in public learning sessions. The analysis demonstrates that successful visualization depends on two forms of legitimacy. The first is legal legitimacy, grounded in the protection of anonymity under the Statistics Act. The second is interpretive legitimacy, secured through contextual annotations, narrative adjustments, and opportunities for deliberation among practitioners. Taken together, these findings suggest that visualization can function as a voluntary form of social impact assessment, enabling practitioners to anticipate risks and enhance interpretability. The paper concludes by proposing a framework for visualization practices that aligns data openness with ethical responsibility and educational utility.