Citizenship Education in Civics Textbooks in the Japanese Junior High School Curriculum

Autor/inn/en	Mori, Chiho; Davies, Ian
Titel	Citizenship Education in Civics Textbooks in the Japanese Junior High School Curriculum
Quelle	In: Asia Pacific Journal of Education, 35 (2015) 2, S.153-175 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2014.959468
Schlagwörter	Citizenship Education; Civics; Textbook Content; Textbook Evaluation; Textbook Research; Junior High Schools; Curriculum Evaluation; Fundamental Concepts; National Curriculum; Guidelines; Cultural Education; Global Education; Family Role; Daily Living Skills; Entrepreneurship; Business Skills; Simulation; Political Issues; Civil Rights; Citizen Participation; Peace; Humanistic Education; Sustainability; Cultural Differences; Racial Identification; Political Attitudes; Educational Practices; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; Lehrbuchtext; Schulbuchforschung; Sekundarstufe I; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Grundlagenplan; Konzept; Richtlinien; Culture; Kulturelle Bildung; Kulturelle Erziehung; Globales Lernen; Alltagsfertigkeit; Unternehmungsgeist; Simulation program; Simulationsprogramm; Politischer Faktor; Bürgerrechte; Grundrechte; Zivilrecht; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Frieden; Humanistische Bildung; Nachhaltigkeit; Kultureller Unterschied; Political attitude; Politische Einstellung; Bildungspraxis; Ausland
Abstract	This article discusses the types of citizenship education that are included in a sample of Japanese junior high school civics textbooks. Seven civics textbooks that have been authorized by the Ministry of Education for use in junior high school from the 2012 academic year were analysed in the context of fundamental issues in citizenship education and the national curriculum guidelines in Japan. In contrast to some previously published research, it is argued that the textbooks encourage, to a limited extent, active, participatory approaches by students with exercises and practical tasks to help students develop skills and gain the understanding required to live in contemporary society. It is suggested that the textbooks place some limitations on active learning especially in relation to students' political participation and that they reflect the struggle Japan is experiencing in the search for an inclusive national identity. Further work may serve to clarify the nature of potential contributions to citizenship education including that associated with students' involvement in whole school issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01