Abstract
This qualitative case study sought to understand the extent to which Japanese high school social studies teachers grapple with controversial issues in their classrooms. Situated within a curricular-instructional gatekeeping framework, we conducted semi-structured interviews with eight respondents of varying backgrounds and schools in Okayama, Japan. The findings indicated that although the respondents believe they can teach controversial issues in their classrooms they generally do not because of specific contextual forces. Although we found controversial issues instruction to be generally moribund, one respondent provided a rationale that reconceptualized exam preparation curriculum and instruction.
| Original language | English |
|---|---|
| Pages (from-to) | 68-82 |
| Number of pages | 15 |
| Journal | International Education Journal |
| Volume | 17 |
| Issue number | 4 |
| Publication status | Published - Jan 1 2018 |
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Keywords
- Controversial issues
- Curricular-instructional gatekeeping
- Japan
- Social studies education
ASJC Scopus subject areas
- Education
Cite this
Teaching controversial issues in Japan : An exploration of contextual gatekeeping. / Misco, Thomas; Kuwabara, Toshinori; Ogawa, Masato; Lyons, Abby.
In: International Education Journal, Vol. 17, No. 4, 01.01.2018, p. 68-82.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Teaching controversial issues in Japan
T2 - An exploration of contextual gatekeeping
AU - Misco, Thomas
AU - Kuwabara, Toshinori
AU - Ogawa, Masato
AU - Lyons, Abby
PY - 2018/1/1
Y1 - 2018/1/1
N2 - This qualitative case study sought to understand the extent to which Japanese high school social studies teachers grapple with controversial issues in their classrooms. Situated within a curricular-instructional gatekeeping framework, we conducted semi-structured interviews with eight respondents of varying backgrounds and schools in Okayama, Japan. The findings indicated that although the respondents believe they can teach controversial issues in their classrooms they generally do not because of specific contextual forces. Although we found controversial issues instruction to be generally moribund, one respondent provided a rationale that reconceptualized exam preparation curriculum and instruction.
AB - This qualitative case study sought to understand the extent to which Japanese high school social studies teachers grapple with controversial issues in their classrooms. Situated within a curricular-instructional gatekeeping framework, we conducted semi-structured interviews with eight respondents of varying backgrounds and schools in Okayama, Japan. The findings indicated that although the respondents believe they can teach controversial issues in their classrooms they generally do not because of specific contextual forces. Although we found controversial issues instruction to be generally moribund, one respondent provided a rationale that reconceptualized exam preparation curriculum and instruction.
KW - Controversial issues
KW - Curricular-instructional gatekeeping
KW - Japan
KW - Social studies education
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UR - http://www.scopus.com/inward/citedby.url?scp=85065552483&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85065552483
VL - 17
SP - 68
EP - 82
JO - International Education Journal
JF - International Education Journal
SN - 1443-1475
IS - 4
ER -