NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1079247
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0159-6306
Lesson Study for Learning Community (LSLC): Conceptualising Teachers' Practices within a Social Justice Perspective
Saito, Eisuke; Atencio, Matthew
Discourse: Studies in the Cultural Politics of Education, v36 n6 p795-807 2015
Under neo-liberal policies in many countries, there has been an extensive trend of educational reform which intensifies competition. Such educational reform is underpinned by direct government control, seen in centre to periphery forms of policy administration and implementation with strong emphasis on managerialism and test-oriented accountability models. There are critical views and opinions about such neo-liberal reforms, but a need still exists to discuss ways forward to protect the equality and right of teachers and student learners in schooling. This essay accordingly aims to discuss how the lesson study for learning community (LSLC) approach of school reform from Japan might signal a practical shift in emphasis away from competitive models of schooling fostered by school reform movements. The aim of this study is to discuss the philosophical underpinnings of LSLC, with particular emphasis on its social justice nature, particularly in reference to criticisms against neo-liberal reform agendas.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan