Educational Studies in Japan最新文献

{"title":"The Characteristics of Early Modern Society and its Literate Populace: From the Perspective of the Lettered Society","authors":"Kimura Masanobu","doi":"10.7571/esjkyoiku.16.131","DOIUrl":"https://doi.org/10.7571/esjkyoiku.16.131","url":null,"abstract":"Education in Japan has drawn attention widely from overseas, including a quantity of research pointing out that the context of Japan’s modernization and its present-day advanced science and technology can be found in the high literacy rates and prevalent education of Japanese society. However, there has been insufficient examination of the effect of high literacy rates in early modern so ciety on everyday life. Pointing out that at the beginning of the early modern period, character formats, grammar, writing styles et cetera became used in common throughout the country, while the use of written text became compulsory as well, this paper asserts that the establishment of this lettered society was deeply involved with Japan’s modernization.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130791718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Edited by Naoko Saito and Naomi Hodgson, Philosophy as Translation and the Understanding of Other Cultures","authors":"Karsten Kenklies","doi":"10.7571/esjkyoiku.13.187","DOIUrl":"https://doi.org/10.7571/esjkyoiku.13.187","url":null,"abstract":"","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124361644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tomoko Tokunaga, Learning to Belong in the World: An Ethnography of Asian American Girls","authors":"Misako Nukaga","doi":"10.7571/esjkyoiku.13.179","DOIUrl":"https://doi.org/10.7571/esjkyoiku.13.179","url":null,"abstract":"Under the infl uence of an intensifi ed globalization process, we are witnessing a rapid increase of international migrants worldwide. Among them are so-called “second-generation immigrant children”, who are defined as individuals who were born and raised in a host country and have at least one foreign-born parent. In the United States today, they make up a signifi cant proportion of the population, increasing the society’s ethnic and racial diversity more than ever before. Successful integration of second-generation children to the mainstream educational system and labor force has become a major political concern. These societal changes and concerns have led many scholars in sociology, anthropology, and education to focus on the adaptation processes of second-generation immigrant children since the 1990s. In line with this burgeoning literature, this book explores how 1.5 and second-generation Asian American immigrant youth, living in a multi-ethnic suburb of a metropolitan area in the United States, negotiate the often incompatible cultural values of the country of origin and the host society and struggle to construct belonging and identity in a marginalized environment. The author, Tokunaga, does an excellent job in presenting the complex worldview and nuanced feelings of nine working-class Asian American girls, whose ethnicities include Chinese, Indian, Filipina, and Vietnamese. Through her fi eldwork at an afterschool program at Maple High in which the girls participated, and by interacting with the girls in and out of school, Tokunaga was able to capture the minute details of the girls’ life in-between. The book successfully reveals the ways in which the girls interpreted and strategically negotiated the contradictions from an insider’s perspective. In addition to a rich body of ethnographic data, Tokunaga’s ambitious use of the Japanese concept ibasho off ers fresh insight into the often neglected in-between lives of immigrant youth. Drawing on various Japanese literature, Tokunaga introduces the ibasho concept as “places where they feel at home and where they could be themselves” (8), and having “a practice-oriented aspect”, “focuses on the processes of ‘creating ibasho’ (ibasho zukuri)’ rather than assuming it is a fixed and passive condition”(9). Guided by this ibasho concept, Learning to Belong in the World: An Ethnography of Asian American Girls","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124458255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Edited by Ruprecht Mattig, Miriam Mathias, and Klaus Zehbe, Bildung in fremden Sprachen?: Pädagogische Perspektiven auf globalisierte Mehrsprachigkeit","authors":"Karoline Wirbatz","doi":"10.7571/esjkyoiku.13.183","DOIUrl":"https://doi.org/10.7571/esjkyoiku.13.183","url":null,"abstract":"","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123805531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Edited by Shinichi Aizawa, Mei Kagawa, and Jeremy Rappleye, High School for All in East Asia: Comparing Experiences","authors":"S. Horiguchi","doi":"10.7571/esjkyoiku.14.105","DOIUrl":"https://doi.org/10.7571/esjkyoiku.14.105","url":null,"abstract":"East Asian countries have come to be globally known to top international assessments of education in recent years. This ambitious volume explores one key aspect of this “success”: the expansion of upper secondary education across East Asia. In this collection, sociologists of education based in East Asia draw on empirical data and policy analyses in attempts to make sense of the processes of universalization of upper secondary schooling against the backdrop of rapid economic development in the region. The authors set out to address the following four major questions: 1) How did East Asia achieve high school for all ? 2) Has educational expansion been a major source of strong economic growth? 3) How can we un-derstand these processes theoretically? 4) What is the future of high school for all likely to be, particularly as a result of the declining school population in the East Asia region? In ex-ploring these questions, the authors examine the shifting balance between public and private provision, and the changing relationships between academic and vocational institutions in their respective countries of focus.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132925947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Agency in the Modification of Japanese Lesson Study in the United States","authors":"Yoshiko Kitada","doi":"10.7571/esjkyoiku.16.45","DOIUrl":"https://doi.org/10.7571/esjkyoiku.16.45","url":null,"abstract":"This paper investigates how Japanese lesson study has been modified in the context of the U.S., and how this modification has affected teacher agency based on the framework of the ecological approach proposed by Priestley et al. (2016). There are two major findings. First, Japanese lesson study has been adapted and modified in the U.S. as an effective form of professional develop ment which tends to focus on a single subject, primarily mathematics. Math-fo-cused lesson study has significantly contributed to the development of U.S. les son study and promoted agency of math teachers, but may have hindered the expansion of lesson study into whole-school professional development, involving all subject teachers. Second, Japanese lesson study is inherently inseparable from the whole-school professional development called kounaikenshu , but, in the U.S., seems to have been adapted as a stand-alone activity. Consequently, the crucial role of long-term goals in lesson study has tended to be overlooked. The study concludes that lesson study disconnected from whole-school professional development may limit achievement of teacher agency, and in turn, professional identity.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121712558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating Educational Research as International Knowledge: Fostering early-career educational researchers through international networking","authors":"Akiyoshi Yonezawa, Yuto Kitamura, Takayo Ogisu, Yusuke Sakurai, S. Shimauchi, Jisun Jung, Jing Liu, Keita Takayama, Jeremy Breaden","doi":"10.7571/esjkyoiku.17.131","DOIUrl":"https://doi.org/10.7571/esjkyoiku.17.131","url":null,"abstract":"","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125778203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discovering the Educational Power of Literature: Coluccio Salutati and Motoori Norinaga","authors":"Morimichi Kato","doi":"10.7571/esjkyoiku.16.5","DOIUrl":"https://doi.org/10.7571/esjkyoiku.16.5","url":null,"abstract":"Today, teaching literature has an established place within the school and university curricula in Western and East Asian countries. This seems so natural that we take the educational role of literature for granted. However, history teaches us that elevating literature to an academic subject required a defense of literature against the critical voices raised by philosophy and religion. This criticism was centered on the moral value of literature. This paper explores two prominent defenders of literature in the West and the East: Coluccio Salutati (1332-1406) and Motoori Norinaga (1730-1801). Salutati defended the educational significance of ancient poetry against the criticism from Scholasticism, while Norinaga defended The Tale of Genji against the criticism from Buddhism and Confucianism. The paper consists of two parts. The first part is ded icated to the analysis of the arguments deployed by Salutati and Norinaga in defense of literature. Whereas Salutati insists on the philosophical nature of poetry as allegory, Norinaga sees the educational significance of The Tale of Genji in teaching of mono no aware . The second part digs deeper and reveals the respective horizon of each position as the tradition of philosophy and the tradition of waka poetry.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128284382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconstruction of the System Guaranteeing Opportunities for General Education Through the Separation of “Enrollment” and “(Physical) Attendance”","authors":"Jun Takizawa","doi":"10.7571/esjkyoiku.17.111","DOIUrl":"https://doi.org/10.7571/esjkyoiku.17.111","url":null,"abstract":"","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130636232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The ethics of care as a pedagogical approach: Implications for education for democratic citizenship","authors":"Yuka Kitayama, Yoriko Hashizaki, A. Osler","doi":"10.7571/esjkyoiku.16.31","DOIUrl":"https://doi.org/10.7571/esjkyoiku.16.31","url":null,"abstract":"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.","PeriodicalId":205276,"journal":{"name":"Educational Studies in Japan","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133189820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}