How do Japanese and Korean social studies textbooks describe the same historical event? A comparative analysis of the descriptions of the treaty on basic relations between Japan and the Republic of Korea in high school social studies textbooks

The history of Japan colonizing Korea for 35 years during WWII and how to remember the history has affected the relationship of the two countries over several decades. The different understanding of “the Treaty on Basic Relations between Japan and the Republic of Korea,” which Japan argues that all compensations are done by the treaty and South Korea argues that individual right to request compensation is still valid, causes current conflicts between the countries. This article defines social studies textbooks as a consensual discourse of each country and compares and analyzes how both countries’ textbooks describe the same historical event. During discourse analysis on the contents of the treaty, the following codes emerged: “The Evaluation of Diplomacy,” “Colonialization,” “The Relationship with the U.S.,” “Settlement,” and “Postwar Compensation.” In this article, we explain the codes with the representative excerpts and search for the characteristics of the individual country's discourse of the treaty based on the result of comparative analysis. By considering intertextuality, we also answer the reason for the different narratives presented by the countries. Finally, we discuss how we can improve the descriptions and possible future studies

Visualizing the Images of "Foreigners-as-Contributors" in Japanese Junior High School History Textbooks: A critical discourse analysis

This study aims to clarify how the images of "foreigners-as-contributors" in middle school history textbooks are reproduced in Japanese junior high school history textbooks. In Japan, also in many other countries, foreigners are requested to contribute to the benefit of the country. Those who cannot serve the function tend to be shunned by the community; in other words, they are oppressed by the majority Japanese. To tackle the mentioned oppression, the authors decided how the oppressive discourse is reproduced in Japanese society. For doing that, we conducted a critical discourse analysis of how history textbooks select and describe others from abroad. We choose history textbooks than civics’ because history does not deal with foreigners directly; therefore, students might absorb the narrative about them without much doubt. We discovered that the descriptions of "Toraijin," "Jianzhen (Ganjin in Japanese)," and "Foreign government advisors in Meiji Japan (Oyatoi-gaikokujin in Japanese)" aligned with the oppressing structure of the non-contributable foreigners. The details will be discussed in the paper

A Japanese History lesson for understanding diversity

This study proposes the Japanese history lesson aiming for promoting deeper understanding diversity because the previous studies in relation to historical inquiry in Japan did not mention about connection with diversity. After conducting the lessons, we found that students mentioned the differences of people’s value between past and present based on the social structure and notions. At the end of study we suggested the reform of history education have more possibilities to develop democratic citizenship

Concept-based teaching and learning for reconstructing the meaning of peace: a practice of integrated study in Hiroshima Global Academy

The aim of this study is to design the peace education unit, which support the students to achieve the two goals: (1) to reconstruct their own notions of peace, and (2) to acquire interdisciplinary concepts and apply them to find and describe the (non-)peaceful situations in our usual life. Therefore, we developed and implemented a concept based inquiry unit (18 class hours) at Hiroshima Global Academy (HiGA) middle school by contextualize the previous unit plan into the integrated learning program on “Global Justice.” As a result, we could choose the six concepts explaining a nonviolent but threatening the peaceful governance, human relation, and agency, demonstrate the social examples to apply them, and set a controversy defining the criteria of peace. The first outcome of this study is that we show the curricular-instructional gatekeeping adjusting to the school context of HiGA. The second is to find the relations between the students' learning of peace concepts and the reconstruction of peace notion

Human PSF concentrates DNA and stimulates duplex capture in DMC1-mediated homologous pairing

PSF is considered to have multiple functions in RNA processing, transcription and DNA repair by mitotic recombination. In the present study, we found that PSF is produced in spermatogonia, spermatocytes and spermatids, suggesting that PSF may also function in meiotic recombination. We tested the effect of PSF on homologous pairing by the meiosis-specific recombinase DMC1, and found that human PSF robustly stimulated it. PSF synergistically enhanced the formation of a synaptic complex containing DMC1, ssDNA and dsDNA during homologous pairing. The PSF-mediated DMC1 stimulation may be promoted by its DNA aggregation activity, which increases the local concentrations of ssDNA and dsDNA for homologous pairing by DMC1. These results suggested that PSF may function as an activator for the meiosis-specific recombinase DMC1 in higher eukaryotes

社会科教育研究においてナショナル・アイデンティティはどのように語られてきたか : 文化的多様性の尊重と国民統合に着目して

The purpose of this study was to clarify how social studies education research has debated over the formation of national identity. By organizing the development of previous studies, three issues were noted. First, developmental and practical studies have consistently denied national identity as essentialism. Second, there has been an overemphasis in practice on the transformation from essentialism to constructivism. Third, in the framework that captures the relationship between social studies education and national identity, "essentialism" and "civic identity" have been emphasized. By overcoming these challenges, we have proposed four positions of "mobilization," "dismantling," "participation," and "criticism" as a framework for capturing national identity education in social studies education. By taking this framework as a viewpoint, I clarified that Japanese social studies education research has been limited to the demand for "participation" while advancing the discussion from "mobilization" to "dismantling

Education for the Formation of National Identity in a Multicultural Society: Through an Analysis of the Australian Citizenship Education Material “Discovering Democracy Units”

The purpose of this paper is to clarify the content organization of a social studies curriculum that responds to the contemporary social needs of nation building. As a result of analyzing “Discovering Democracy Units” from the perspective of the formation of national identity, it is clear that this teaching material hybridizes and drives two views in the way of understanding national identity and its formation. The results showed that the content of the material is designed to reinforce the effect of “mobilization” by the educational power of the society by driving a hybrid of two views in the way of understanding national identity and its formation. The implication of this paper is that education for national identity formation needs to be judged based on the context surrounding the nation building of the society, as well as an evaluation of the validity of the logic of its curriculum organization

現代オーストラリア社会系教科カリキュラム構成論研究 : ナショナル・アイデンティティ形成における文化的多様性と国民統合の調停

内容の要約博士(教育学)Doctor of Philosophy in Education広島大学Hiroshima Universit

東広島市・広域交流型オンライン学習の成立要件 : 欧州評議会デジタルコンピテンシー開発モデルの５つの柱を手がかりに

"Local Study to Encourage Wide Area Communication" in Higashihiroshima City is a remarkable project that is continuously implementing large-scale distance education. The project has attracted attention as an ongoing large-scale distance education project. This study investigates the establishment of it by referencing the five pillars (Policies, Stakeholders, Strategies, Infrastructures and resources, and Evaluation) outlined in The Council of Europe model for digital competence development. The result, two crucial conditions for the success of this project have been identified. Firstly, the presence of a university played a pivotal role, contributing significantly in various aspects. This involvement encompassed project planning and proposals, specialized course development, as well as the operation and support of classes. Secondly, a robust financial support system was crucial for sustaining the project. Funding for the project has been allocated from both the university and the city, establishing a stable financial foundation