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アイテム
Design Process for a Unit Inquiring into “Difficult History": The Case of Collaboration Between a Researcher and a Practitioner in Japan
https://hiroshima.repo.nii.ac.jp/records/2014069
https://hiroshima.repo.nii.ac.jp/records/2014069b2b8df5e-cd68-47d3-b3dc-66ec3062e9de
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JSSEA_13_21.pdf (322.0 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-10-29 | |||||||||
| タイトル | ||||||||||
| タイトル | Design Process for a Unit Inquiring into “Difficult History": The Case of Collaboration Between a Researcher and a Practitioner in Japan | |||||||||
| 言語 | en | |||||||||
| 作成者 |
ONO, Sota
× ONO, Sota
× YAMAMURA, Koshi
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 権利情報 | ||||||||||
| 言語 | en | |||||||||
| 権利情報 | Copyright © 2024 the International Social Studies Association (ISSA) and Japanese Educational Research Association for the Social Studies (JERASS). All rights reserved. No part of this publication may be reproduced, stored, transmitted, in any form, or by any means, without prior written permission from JERASS and ISSA, to whom all requests to reproduce copyright material should be directed, in writing. | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Difficult history | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Collaboration between a Researcher and a Practitioner | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Unit design | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | ‘Colonial modernity’ theory | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Historical narratives | |||||||||
| 内容記述 | ||||||||||
| 内容記述 | The purpose of this research is to clarify 1) what the "difficulties" are in introducing alternative historical narratives into Japanese history units and critically inquiring into those narratives themselves, and 2) what the collaborative process between a researcher and a practitioner to support decision-making in design to overcome those “difficulties". The research method was case study research in Japan and the second author’s self-study. There are various considerations for practitioners in teaching classes dealing with “difficult history". We believe it is unrealistic to make these considerations the responsibility of a single practitioner. In this research, the ‘colonial modernity’ theory in the history of Japan’s colonial rule of the annexation of Korea was introduced as the content of the unit and designed for practice in Japanese classrooms. The following were identified as “difficulties" for the practitioners in designing this unit: a) “The Difficulty of Identity," b) “Challenge of Social Media and Students’ Historical Understanding," c) “Challenges of Finding Resources," d)“Accountability to Colleagues".These “difficulties" were then overcome through a process in which the researcher collaborated with the practitioner to design the unit. And this process was clarified qualitatively. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | The International Social Studies Assosiation | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | journal article | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 開始ページ | ||||||||||
| 開始ページ | 21 | |||||||||
| 書誌情報 |
en : The Journal of Social Studies Education in Asia 巻 13, p. 21-40, ページ数 20, 発行日 2024-03-31 |
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| 見出し | ||||||||||
| 大見出し | SPECIAL ISSUE: Teaching Difficult Topics in Social Studies Classrooms | |||||||||
| 言語 | ja | |||||||||
| 見出し | ||||||||||
| 大見出し | SPECIAL ISSUE: Teaching Difficult Topics in Social Studies Classrooms | |||||||||
| 言語 | en | |||||||||
| 旧ID | 55789 | |||||||||
