Political Literacy in Japan and England

Autor/inn/en	Davies, Ian; Mizuyama, Mitsuharu; Ikeno, Norio; Parmenter, Lynne; Mori, Chiho
Titel	Political Literacy in Japan and England
Quelle	In: Citizenship, Social and Economics Education, 12 (2013) 3, S.163-173 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.2304/csee.2013.12.3.163
Schlagwörter	Citizenship Education; National Curriculum; Foreign Countries; Teaching Methods; Politics; Literacy; Concept Formation; Pedagogical Content Knowledge; Classroom Environment; Knowledge Level; Program Evaluation; Cross Cultural Studies; Teaching Styles; Comparative Education; Discourse Analysis; Teacher Student Relationship; Discussion; Course Content; Secondary School Teachers; Secondary School Students; Japan; United Kingdom (England) + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Politik; Alphabetisierung; Schreib- und Lesefähigkeit; Concept learning; Begriffsbildung; Pädagogische Kompetenz; Klassenklima; Unterrichtsklima; Wissensbasis; Programme evaluation; Programmevaluation; Cultural comparison; Kulturvergleich; Lehrstil; Unterrichtsstil; Vergleichende Erziehungswissenschaft; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskussion; Kursprogramm; Sekundarschüler
Abstract	The authors discuss findings from the project "Political Literacy in Japan and England". They do so to follow up on work published in this journal in 2011. The now completed project involved two schools in England and three schools in Japan, and had the aim of exploring what teachers would do in each country when asked to use the same approach to political literacy. That approach to political literacy was based on an attempt to promote discourse around a range of political concepts. Citizenship education in England, at the time of the project, was relatively secure as a National Curriculum subject established in schools since 2002. In Japan, there was a dynamic picture in which a variety of initiatives to promote understanding of and participation in contemporary society was embraced by individual teachers. In both countries, there was a focus on enhancing students' knowledge and skills in ways that were not always aligned very explicitly or precisely with particular political concepts or the promotion of specific types of discourse. The authors suggest that teachers in their sample espouse a commitment to concepts but actually emphasise content in their classroom work; they do not always help students to attain high levels of achievement in relation to ability to discuss; and the purpose of a positive classroom atmosphere may only be loosely attached to specific learning goals for political literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01