Teaching controversial issues in Japan: An exploration of contextual gatekeeping

Thomas Misco, Toshinori Kuwabara, Masato Ogawa, Abby Lyons

研究成果査読

1 被引用数 (Scopus)

抄録

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.

本文言語English
ページ(範囲)68-82
ページ数15
ジャーナルInternational Education Journal
17
4
出版ステータスPublished - 2018

ASJC Scopus subject areas

  • 教育

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