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ID 50057
file
creator
Misco, Thomas
Kuwabara, Toshinori
Ogawa, Masato
subject
Controversial issues
Japan
Curricular instructional gatekeeping
abstract
This article addresses how social studies teachers in Japan might employ a framework for addressing controversial issues. This framework recognizes multiple and overlapping contexts for curriculum and instruction decision making, including the classroom, community, and society. It also categorizes the state of topics among five levels, ranging from deeply taboo, silenced and unknown to student, taboo, controversial, free discussion and deliberation, and settled with little or no disagreement. Finally, we submit recommendations for pre- and in- service teachers, teacher education departments, and educational policy makers to reconceptualize how they think about controversial issues in light of the essential democratic normative mandate to teach them.
journal title
The Journal of Social Studies Education in Asia
volume
Volume 7
start page
65
end page
76
date of issued
2018
publisher
The International Social Studies Assosiation
issn
2434-1797
ncid
language
eng
nii type
Journal Article
HU type
Journal Articles
DCMI type
text
format
application/pdf
text version
publisher
rights
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.
department
Graduate School of Education
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