著者

Ai OHMORI

出版者

一般社団法人日本教育学会

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.10, pp.129-132, 2016 (Released:2016-06-27)

参考文献数

3

著者

Jennifer M. McGuire

出版者

Japanese Educational Research Association

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.15, pp.41-56, 2021 (Released:2021-10-21)

参考文献数

45

被引用文献数

1

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“Accessibility” features promote inclusive education but do not guarantee it. Communication accessibility, such as sign language interpretation or note-taking, may facilitate the academic inclusion of deaf students in general classrooms but does not necessarily enable their full social inclusion. Whereas in general classrooms deaf students are often the only deaf person present, in co-enrollment programs a “critical mass” of deaf students is educated alongside their hearing peers. These co-enrollment programs may employ a wide range of communication modalities; however, sign bilingualism has the greatest potential to create a socially inclusive environment, because deaf and hearing children can communicate directly without mediation. In this article, I explore the potential of sign bilingual co-enrollment programs as pathways to belonging, or ibasho, in Japanese education. The analysis is based on existing research on co-enrollment practices across the globe, an in-depth interview and ongoing correspondence with one of the founding members of the first co-enrollment program in the world, as well as my long-term fieldwork with deaf communities in Japan. Based on these findings, I argue that sign bilingual co-enrollment environments go beyond cosmetic accessibility to true inclusivity, creating opportunities for peer interactions, meaningful communication, and belonging.

著者

Keita TAKAYAMA

出版者

一般社団法人日本教育学会

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.10, pp.19-31, 2016 (Released:2016-06-27)

参考文献数

35

被引用文献数

14

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Drawing on the recent critiques of the global knowledge economy of social science research, this article explores possible ways in which the Japanese education research communities can reposition themselves in the wider international education research community. The premises of this discussion are that there exists a global structure of academic knowledge and that Japanese education scholarship is deeply imbedded in this structure. Hence, repositioning is called upon so that alternative knowledge practice can be imagined to unsettle the structure. To develop this argument, the paper makes the following moves. First, it examines how the global structure of academic knowledge operates and how it has shaped the knowledge practices within Japanese education scholarship. It identifies the particular pattern of knowledge practices among Japanese education researchers, or what Kuan-Hsing Chen (2010) calls ‘the West as method’—the use of ‘Western experience’ as the single point of reference against which the Japanese self and context are made intelligible. Based on this critique, the paper then explores how the Japanese education research communities can engage in the type of alternative knowledge practices and relations that unsettle the global structure of academic knowledge and what paradoxes they might have to negotiate in the process. In concluding, the paper once again turns to Chen’s work, in particular his exposition of ‘Asia as method’ to articulate possible strategies towards alternative knowledge work which recognizes the ambivalent epistemic location of Japanese education scholarship.

著者

Hiroshi OTA

出版者

Japanese Educational Research Association

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.12, pp.91-105, 2018 (Released:2018-10-17)

参考文献数

32

被引用文献数

18 42

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This paper discusses the meaning of the internationalization of higher education in Japan, based on a review of global trends in this area. Globalization has brought major changes to higher education, and in order to deal with them, the Japanese government has promoted internationalization as an important policy for higher education reform with a series of competitive funding programs. Universities in Japan, too, have made efforts to internationalize themselves. Despite the government's policy initiatives, the internationalization of Japanese higher education has not been understood as a high-priority issue at the institutional level, with many examples of superficial or partial add-ons of the international aspect, and has even been criticized as unable to contribute to transformative change at universities. Internationalization tends to be used as a means to prevail in the domestic competition between universities (inward-facing internationalization) and does not necessarily result in initiatives which lead to the improvement of learning in a globalized environment.All in all, the government's competitive funding projects for internationalization have indeed intensified domestic competition among universities. However, it is not certain that the funds have increased the international competitiveness and compatibility of Japanese higher education as a whole.

著者

Yuka Kitayama Yoriko Hashizaki Audrey Osler

出版者

Japanese Educational Research Association

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.16, pp.31-43, 2022 (Released:2022-08-25)

参考文献数

34

被引用文献数

1

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Both education for democratic citizenship and human rights education tend to emphasise political and legal learning. In both human rights education and moral education in Japan, however, there has been a tendency to give particular attention to interpersonal elements of learning such as kindness and sympathy. This article draws on feminist thinking and on Nel Noddings' concept of the ethics of care to propose a learning framework that combines emotional and socio-political elements, arguing that since motivation is an important element in acting for social justice, learning for social justice must be cognisant of emotional learning. The authors then present the case of a university teacher in a gender studies classroom to consider how these two elements, the emotional and the political, might be combined to enhance students' commitment to social justice when the topic under consideration is LGTBQ+ rights.

著者

Takunori TERASAWA

出版者

Japanese Educational Research Association

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.11, pp.133-136, 2017 (Released:2017-12-01)

参考文献数

2

著者

Tatsuhei Morozumi

出版者

Japanese Educational Research Association

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.15, pp.69-81, 2021 (Released:2021-10-21)

参考文献数

30

被引用文献数

1

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This study attempts to clarify Japanese youth participation policies' characteristics by analyzing four national youth policy documents in the 2000s. Compared with European youth policy, the article will investigate the challenges Japanese youth policy faces.Though recent Japanese national youth policy sees young people as active agents for society, Japan's youth participation policies mostly employ educational and volunteering approaches. Today's youth policy has reconsidered the inclination to promote voting behavior; however, the documents seldom cover new forms of the youth-led political movement and structural changes in youth policy governance. The reflection of young people's voices has recurrently been considered important over the decades. Yet Japanese youth participation policies only listen to youth via the Internet and roundtables. On the other hand, the Council of Europe's co-management system enables young people to influence the European youth policy decision-making process. Failing to conduct structural changes may lead to youth policy without young people.

著者

Shinichi AIZAWA

出版者

Japanese Educational Research Association

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.10, pp.33-48, 2016 (Released:2016-06-27)

参考文献数

38

被引用文献数

2 6

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This paper addresses the following two research questions: What role does senior high school choice play, in terms of the choices between public and private and between academic and vocational education in Japan and Taiwan? How do senior high school students matriculate to tertiary education in Japan and Taiwan? Japan and Taiwan have both experienced a rapid expansion of upper secondary education in the process of late industrialization. In these two societies, senior high school tracking decides students’ educational careers. In addition, people living in these two societies have been inclined toward the belief that national and public schools are more prestigious than private schools. Therefore, the role of private senior high schools is different in these societies than in Europe or America. In both Japan and Taiwan students with higher grades tend to attend public academic senior high schools, whereas students with lower grades tend to enroll in private senior high schools. During the educational expansion in both societies, private senior high schools have provided opportunities for students of lower grades as well as lower social status. This research confirms the existence of a new trend in private school education: the rise of private academic education in the younger cohort. We need to continue to monitor this trend not only in these two societies but also in other East Asian countries.

著者

Patrick Naoya Shorb

出版者

Japanese Educational Research Association

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.14, pp.53-68, 2020 (Released:2020-07-10)

参考文献数

63

被引用文献数

1

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Building upon the recent English-language scholarship (Kawaji, 2017, Miyazawa, 2015; Hiraoka, 2011) on the Japanese pedagogy movement of seikatsu tsuzurikata (“daily life writing,” hereafter referred to as DLW), this essay seeks to locate its significance within a broader global context. It is as much a polemic for why DLW should be better known outside of Japanese academic circles as it is meant to be a dispassionate, historical analysis of an education movement per se. The fact that such a large-scale, politically radical grass-roots education movement as DLW took place within Japan's highly technocratic and centralized educational tradition is intrinsically interesting. Greater international awareness of DLW can thus serve as a valuable touchstone for a broader reconsideration of 21st century education change. This essay highlights three ways that DLW complicates understandings of modern Japanese education as well as education development more generally. First, the spread of DLW in the 1930s reminds us that discourses of liberation and socio-economic empowerment proved surprisingly enduring, even during the supposed “dark-valley” era of prewar Japan. Second, the essay explores how DLW's critical pedagogy arose from a hermeneutical skepticism of “intent observations” that emerged from a humanistic (particularly Diltheyan) philosophical tradition distinct from the progressive, Anglo-American discourses that have come to dominate contemporary Japanese education (Takayama, 2011). Finally, this paper explores the subversive ways DLW de-centers conventional understandings of educational change, by noting how previously marginalized groups (in terms of geography, class and education status) generated compelling critiques of dominant education discourses. DLW's similarities with later, better-known, movements of critical pedagogy overseas suggest a globalized discourse of educational iconoclasm that is longer-lived and more geographically varied than is often recognized. To give overseas readers a better sense of DLW ideology, this essay includes extended quotes from key DLW writers and documents.

著者

KATSUNO Masaaki

出版者

一般社団法人 日本教育学会

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.5, pp.95-98, 2010

著者

KATO Morimichi

出版者

一般社団法人 日本教育学会

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

vol.1, pp.15-24, 2006

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The Western theory of education was in its Greek origin inseparably tied to the Greek concept of Being and truth. This is shown clearly by the metaphor of the Cave in the seventh book of Plato's Republic. This interdependence of education (paideia) with Being (which later was identified with Nature or God) has provided, since then, a firm ontological basis for the theory of education. However, with the rise of epistemology in the seventeenth century and the corresponding transformation of ontology (which transformed Being into sense-data or representation), the preoccupation of educational theory began to shift to the reorganization of our representations. Pestalozzi's educational method (Methode) is the classical example of this shift, even though his vision of the world is still impregnated with Platonic-Christian tradition. Now it seems that, with the rise of information technology, which increasingly abolishes the difference between the real and the virtual (this situation can be illustrated through the movie, The Matrix), the modern epistemological tradition, together with Descartes' fear of evil demon, has reached its apex, thus putting an end to the ontological dimension of education altogether. Taking Heidegger's thought on technology as a guide, we will interpret this shift from ancient ontology to modern epistemology within the context of history of ontology. We will thereby consider the problem of information technology as a fundamentally ontological problem. In order to face the challenge of information technology, philosophy of education must become keenly aware of its ontological background.

著者

SHIKITA Keiko

出版者

一般社団法人日本教育学会

雑誌

Educational Studies in Japan (ISSN:18814832)

巻号頁・発行日

no.8, pp.93-106, 2014-03

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The past two decades have witnessed a dramatic increase in cross-border marriage in Southeast and East Asia largely as a result of increased population mobility as people move for work, study, lifestyle or even marital reasons. Japan is no exception with a substantial increase in the number of cross-border or 'international marriages' taking place since 1990. The pattern of international marriage is highly gendered, with Japanese men very much more likely than Japanese women to marry a foreign spouse. It also reflects post-colonial and on-going power relations in the region, with women from China, the Philippines and Korea, in that order of magnitude, making up the majority of foreign brides marrying Japanese men. These cross-border marriages are leading to an increasing number of mixed heritage families living and 'doing education' in Japan. Taking a case study approach, this paper explores in depth the educational strategies of three highly educated Chinese women vis-a-vis their children; all married to Japanese men and living in Japan. It seeks to understand the expectations, desires, and lived experiences of these women in the sociocultural domain of childrearing and education. A key conceptual framework is that of agency in the face of sociocultural constraint. Two sets of interrelated questions will be addressed. What do these women hope for their children in terms of formal education and transmission of cultural heritage and how do they set about realizing their aims? In what way does the immediate familial sociocultural environment set limits upon this? By focusing on highly educated Chinese women, a group of women motivated by strong cultural and socioeconomic forces to maximise the possibilities of their children's education, we are able to see clearly this interaction of agency and constraint.

著者

SUZUKI Shin'ichi

出版者

一般社団法人日本教育学会

雑誌

Educational studies in Japan : international yearbook : ESJ (ISSN:18814832)

巻号頁・発行日

no.1, pp.101-104, 2006-12