Citizenship education in Indonesia and Japan: A dynamic endeavour to form national character

Q3 Social Sciences

Citizenship Teaching and Learning Pub Date : 2020-03-01 DOI:10.1386/ctl_00019_1

Junita Widiati Arfani, Ayami Nakaya

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引用次数: 4

Abstract

This study discusses a dynamic endeavour to form national character in citizenship education through a chronological exploration of the experiences of Japan and Indonesia within two dimensions: administration and curriculum. Nationalization, localization and internationalization perspectives were applied. Despite their striking differences in national character, both countries have envisioned a role for nationalism in their citizenship education curricula since the earliest stages. Given Indonesia’s heterogeneity, national character has transitioned over time from an independent-spiritual period to development and consolidation, democratic/local initiative, and religious-patriotism/national standardized. Japan’s more homogeneous national character has transitioned over a longer duration from a westernized/modernized period to Confucian/emperor-centred, democratic and peace building, public oriented, and love for country and region/re-patriotism. National character has changed dynamically according to national goals and priorities, reflecting the countries’ respective historical backgrounds. These aspects resulted in the unique national character of each country’s citizenship education, specifically concerning globalization.

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印尼和日本的公民教育:形成国民性的动态努力

本研究通过对日本和印度尼西亚在行政管理和课程设置两个方面的经验的时间顺序探索，探讨了在公民教育中形成国民性的动态努力。采用了国家化、本土化和国际化的视角。尽管两国的民族性格存在显著差异，但两国从一开始就在其公民教育课程中设想了民族主义的作用。鉴于印尼的异质性，随着时间的推移，民族性格已经从独立的精神时期过渡到发展和巩固、民主/地方主动性和宗教爱国主义/国家标准化。日本更加同质化的民族性格经历了较长时间的过渡，从西方化/现代化时期过渡到儒家/以皇帝为中心，民主与和平建设，以公众为导向，热爱国家和地区/再爱国主义。国民性根据国家的目标和优先事项而动态变化，反映了各国各自的历史背景。这些方面导致了各国公民教育，特别是全球化方面的公民教育具有独特的民族性。

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

Citizenship Teaching and Learning Social Sciences-Social Sciences (all)

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Citizenship Teaching & Learning is published in partnership with the Children’s Identity and Citizenship in Europe Association (CiCea). Citizenship Teaching & Learning is global in scope, exploring issues of social and moral responsibility, community involvement and political literacy. It is a double-blind peer-reviewed journal that advances academic and professional understandings within a broad characterization of education, focusing on a wide range of issues including identity, diversity, equality and social justice within social, moral, political and cultural contexts.