WEKO3
アイテム
Asian War Children’s Literature in U.S. Preservice Teachers’ Learning: Disrupting American Exceptionalism Master Narrative
https://hiroshima.repo.nii.ac.jp/records/2014073
https://hiroshima.repo.nii.ac.jp/records/20140731ca0772b-3aac-44dc-bd86-66a9fb1dc5ee
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JSSEA_13_91.pdf (272.7 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 | Asian War Children’s Literature in U.S. Preservice Teachers’ Learning: Disrupting American Exceptionalism Master Narrative | |||||||
| 言語 | en | |||||||
| 作成者 |
JANG, Soo Bin
× JANG, Soo Bin
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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 | American exceptionalism | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Asian War | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Difficult history | |||||||
| 内容記述 | ||||||||
| 内容記述 | This action research examines the pedagogical impact of challenging the narrative of American exceptionalism through children’s literature in a U.S. teacher-preparation program. It explores how American preservice teachers engage with the United States’ complex military history in Asia, a topic often underrepresented in educational curricula. Through a three-week unit titled “Unlearning American Exceptionalism," preservice teachers analyzed Asian-war children’s literature, revealing cognitive and emotional dissonance with the ingrained national ethos. The study’s findings suggest a shift in the preservice teachers’ perspectives, from accepting to critically questioning historical narratives, emphasizing the need for empathetic engagement and ethical reflection in teaching. The process culminated in a final assignment in which participants shared their insights with the community, emphasizing the role of educators in fostering critical consciousness. This research underscores the importance of integrating difficult history and challenging dominant narratives within social studies education, advocating for a holistic pedagogical approach to prepare future educators for an interconnected world. | |||||||
| 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 | 91 | |||||||
| 書誌情報 |
en : The Journal of Social Studies Education in Asia 巻 13, p. 91-105, ページ数 15, 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 | 55793 | |||||||
