Teaching a Topic Without Presenting It In-depth: Conflicts Regarding Teaching about Kamikaze Missions Among Social Studies Teachers

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Title ( eng )
Teaching a Topic Without Presenting It In-depth: Conflicts Regarding Teaching about Kamikaze Missions Among Social Studies Teachers
Creator
IWASAKI Keisuke
TATARA Yusuke
Source Title
The Journal of Social Studies Education in Asia
Volume 13
Start Page 5
End Page 19
Number of Pages 15
Journal Identifire
[PISSN] 24341797
[NCID] AA12857878
Abstract
Although kamikaze missions are not frequently taught in history education, plays focusing on kamikaze are widely used in school education. This study examined the conflicts regarding teaching about kamikaze missions among junior high school social studies teachers in Kagoshima Prefecture, Japan. We investigated why social studies teachers believe that handling kamikaze missions in social studies is challenging while handling them in other activities, such as kamikaze plays, is comparatively easy. We interviewed eight teachers in Kagoshima Prefecture who had experience teaching about kamikaze missions in social studies classes. We conducted a qualitative analysis using NVivo14. The results revealed that teachers had emotional and epistemological conflicts in teaching about kamikaze missions in social studies, whereas these conflicts were less likely to occur regarding kamikaze mission plays. Furthermore, teachers attempted to create new lessons despite their conflicts. Our findings indicated the necessity to establish an environment for teachers to discuss the implications of teaching kamikaze missions in school education. Moreover, teachers require support from the educational administration and researchers to create lesson plans on controversial issues and difficult histories.
Keywords
Difficult history
Kamikaze mission
Teaching conflict
History education
Language
eng
Resource Type journal article
Publisher
The International Social Studies Assosiation
Date of Issued 2024-03-31
Rights
Copyright © 2024 the International Social Studies Association (ISSA) and Japanese Educational Research Association for the Social Studies (JERASS). All rights reserved. No part of this publication may be reproduced, stored, transmitted, in any form, or by any means, without prior written permission from JERASS and ISSA, to whom all requests to reproduce copyright material should be directed, in writing.
Publish Type Version of Record
Access Rights open access
助成機関名
日本学術振興会
Japan Society for the Promotion of Science
助成機関識別子
[Crossref Funder] https://doi.org/10.13039/501100001691
研究課題名
論争問題学習に取り組む教師を育成する教員養成カリキュラムの開発研究
Research and Development of a Teacher Training Curriculum to Prepare Pre-service Teachers to Address Contentious Issues in Learning.
研究課題番号
23K02395