The Intersection of Border and Place-based Pedagogies: Lenses for Studying Conflict in Japanese Classrooms

Authors

  • Takeshi Miyazaki Soka University, Tokyo, Japan
  • Timothy G. Cashman University of Texas at El Paso, El Paso, Texas, US
  • Kayo Madokoro Oiwake Junior High School, Hokkaido, Japan

Keywords:

attitudes toward problem solving, border pedagogy, place-based pedagogy, global citizen

Abstract

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.

Author Biographies

Timothy G. Cashman, University of Texas at El Paso, El Paso, Texas, US

 

 

         

Kayo Madokoro, Oiwake Junior High School, Hokkaido, Japan

  

 

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Published

2016-05-28

Issue

Vol. 6 No. 1 (2016)

Section

Articles

License

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