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ERIC Number: EJ1149204
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: EISSN-2327-3585
Teaching for Multifaceted Knowledge of Disputed Islands in Japanese Classrooms: Toward a Critical Border Dialogism
Miyazaki, Takeshi; Cashman, Timothy G.; Madokoro, Kayo
Journal of International Social Studies, v6 n1 p53-73 2016
This study considers the teaching of historical and territorial issues between Japan and China for the current Japanese social studies curriculum. For research purposes, a lesson plan was designed and facilitated in Japanese elementary and junior high schools. This lesson addressed ongoing tensions between Japan and China over the sovereignty of the Diaoyu (China)/Senkaku (Japan) islands. Pre-tests and post-tests were administered, and results were analyzed through the lenses of border pedagogy and place-based pedagogies. Students' transformative understandings of their roles as global citizens and students' attitudes toward problem solving were considered.
International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; China
Grant or Contract Numbers: N/A