Teaching how to love your country in schools?: a study of Japanese youth narratives on patriotic education

IF 0.9 Q3 POLITICAL SCIENCE

NATIONAL IDENTITIES Pub Date : 2021-06-08 DOI:10.1080/14608944.2021.1931084

Kazuya Fukuoka, Sachiko Takita-Ishii

引用次数: 1

Abstract

ABSTRACT In 2018, the Japanese government introduced a controversial education policy, which made moral education (dōtoku) a formal (as opposed to supplementary) subject in elementary schools, and the new scheme intends to teach, foster, and grade patriotic feelings among school children. By referring to semi-autobiographical narratives of 80 Japanese college students, this exploratory study delves into the question of how the Japanese college youth perceive the efficacy of patriotic education. Do we need to teach school children how to love Japan? If so, how? If not, why? This study suggests that the youth narratives do not necessarily align with this shift.

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在学校里教人们如何爱国?日本青年爱国主义教育叙事研究

2018年，日本政府出台了一项颇具争议的教育政策，将道德教育(dōtoku)作为小学的正式(而不是补充)课程，新计划旨在教导、培养和评价学童的爱国主义情感。本研究以80名日本大学生的半自传体叙述为基础，探讨日本大学生对爱国主义教育效果的认知。我们需要教学生如何爱日本吗?如果有，怎么做?如果不是，为什么?这项研究表明，年轻人的叙事不一定与这种转变一致。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

NATIONAL IDENTITIES POLITICAL SCIENCE-

CiteScore

1.70

自引率

0.00%

发文量

期刊介绍： National Identities explores the formation and expression of national identity from antiquity to the present day. It examines the role in forging identity of cultural (language, architecture, music, gender, religion, the media, sport, encounters with "the other" etc.) and political (state forms, wars, boundaries) factors, by examining how these have been shaped and changed over time. The historical significance of "nation"in political and cultural terms is considered in relationship to other important and in some cases countervailing forms of identity such as religion, region, tribe or class. The focus is on identity, rather than on contingent political forms that may express it. The journal is not prescriptive or proscriptive in its approach.