- 著者
- 古田 雄一 Yuichi Furuta
- 巻号頁・発行日
- vol.32, no.3, pp.99-112, 2019-03-31
This research note organizes the previous research on school climate, focusing on its effect on youth civic development, mainly based on the U.S. context. Political socialization research, which gives us some theoretical background to understand the relationship between schooling and youth civic development, implies that school influences students’ civic outcome not only through formal curriculum but also through informal/hidden curriculum. Next, various empirical research on school climate is reviewed. Based on the review, I showed that school climate related to civic outcome consists of both classroom-level and schoolwide-level, and its characteristics include general democratic climate and openness to social and political discussion. Such school climate influences students’ civic knowledge, civic disposition, and future social/political participation, and the effects are especially larger for socioeconomically disadvantaged students. Although the effects of school climate alone might be relatively small compared to more direct approach to civic education, we still need further research to investigate how school climate and other civic education initiatives interact each other and influence students’ civic development.
- 著者
- 古田 雄一 Yuichi FURUTA
- 出版者
- Otsuka Society for the Study of School Administration
- 雑誌
- 学校経営研究 = Bulletin of school administration (ISSN:03858405)
- 巻号頁・発行日
- vol.45, pp.43-56, 2020-07-01
- 著者
- 古田 雄一 Yuichi Furuta
- 巻号頁・発行日
- vol.32, no.1, pp.139-155, 2018-10-31
The purpose of this paper is to investigate the possibility of a citizenship education program that integrated a study program in disaster-stricken areas.The paper uses a case of a summer program for high-school students in Fujisawa city, conducted by NPO and local government. The program influenced and empowered the participants in various ways.They gained deeper understanding and awareness of what happened on the day of disaster, as well as the current challenges in disaster-stricken areas. Some of them even started to take actual actions. These changes are significant in terms of youth civic development. There were some keys that triggered these changes: i) encounter with the experiences and challenges of people in disaster-stricken areas, ii) interaction with those who have stood up and take actions to make change, iii) environment that accepts and encourages youth’s voice and action.