Meanings of International High School Education in Indonesia and Japan

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2019-12-01 DOI:10.1177/1475240919890223

Junita Widiati Arfani, Ayami Nakaya

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引用次数: 3

Abstract

The study on which this article is based aimed to discover the meanings of international education at the high school level from the perspective of students and parents in Japan and Indonesia. Two research questions are addressed: How do Indonesia and Japan balance their international education policy in relation to the need to foster globally competent workers, global citizenship, and nation-building? What are the respective meanings of international education for students and parents? A policy analysis was undertaken based on documents as well as class observations, and individual and group interviews with international education students and parents. The study found that while both the Indonesian and Japanese governments have attempted to build human capital with global competence and national identity, they have utilized different strategies. While Indonesian and Japanese students and parents found similar meanings in university preparation, there were different meanings regarding national language usage, social responsibility, self-identification, life after university, and neo-colonialism.

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印尼和日本国际高中教育的意义

本文所基于的研究旨在从日本和印度尼西亚的学生和家长的角度来发现高中国际教育的意义。解决了两个研究问题：印度尼西亚和日本如何平衡其国际教育政策与培养全球合格工人、全球公民身份和国家建设的需要？国际教育对学生和家长的意义分别是什么？根据文件、课堂观察以及对国际教育学生和家长的个人和集体访谈进行了政策分析。研究发现，尽管印尼和日本政府都试图建立具有全球能力和国家认同的人力资本，但他们使用了不同的战略。虽然印尼和日本的学生和家长在大学准备中发现了相似的含义，但在国家语言使用、社会责任、自我认同、大学后的生活和新殖民主义方面却有不同的含义。

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

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.