Governance Issue on Citizenship/Social Studies Education: Democratic Education and its Paradox Problem
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processes of research
practice and policy
This study would explore some questions on citizenship/social studies education from the perspective of the governance structure in subject pedagogy. It would research school curriculums in England and Japan, find out the difference, examine the effect of value-relations in subject pedagogy and consider the governance structure of citizenship/social studies education as subject pedagogy. And it would find out that integrating the three processes of citizenship/social studies education leads to a paradox structure, but that there is a way of escaping this dialectically, through spiralled levels.
The Journal of Social Studies Education in Asia
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The International Social Studies Assosiation
Copyright © 2018 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.
Graduate School of Education