Suchergebnisse

Japan is experiencing a period of fundamental debate about – and significant modification of – education. The authors argue that it is important to gain further understanding about citizenship education from a range of contexts. Their reflections are based on a long period of collaborative work between colleagues in Japan and England which has included analyses of literature, projects funded by various bodies, including the Japanese government, and ongoing work in the field of political literacy. They provide some descriptive material concerning the historical background, key terms and concepts and aspects of policy and practice relevant to developing an understanding of citizenship education in Japan. They critique citizenship education in Japan, drawing attention to current struggles over the characterisation of this curriculum subject and how it is perceived to resonate throughout schools. They suggest that citizenship education is in a state of flux, and conclude that there is a need for further investigation if we are to gain a proper understanding of how citizenship education is – and could be – perceived and practised. They describe and discuss a recently established research and development project focusing on 'public discourse' through which this further clarification could, in part, be achieved.