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Balancing Social Integration and Cultural Diversity in the Social Studies Curriculum: A Case Study of Ontario, Canada
https://hiroshima.repo.nii.ac.jp/records/2041132
https://hiroshima.repo.nii.ac.jp/records/2041132c7334afc-02c3-4f0a-80d2-d5677fe00e6e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JSSEA_14_33.pdf (1.9 MB)
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| Item type | デフォルト(1) | |||||||
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| 公開日 | 2025-09-09 | |||||||
| タイトル | ||||||||
| タイトル | Balancing Social Integration and Cultural Diversity in the Social Studies Curriculum: A Case Study of Ontario, Canada | |||||||
| 言語 | en | |||||||
| 作成者 |
ZHOU, Xingxing
× ZHOU, Xingxing
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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 © 2025 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 | Diversity | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Social integration | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Social studies Curriculum | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Ontario | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This study seeks to defi ne an ideal curriculum that promotes social integration while respecting diversity, through an analysis of the social studies curriculum in Ontario, Canada. We particularly focus on the “big idea,” which acts as a vital bridge between academic exploration and the development of a civic identity among students. By examining how these big ideas are woven into the curriculum, we aim to underscore their role in fostering critical thinking and encouraging students to engage thoughtfully with contemporary social issues. The exploration investigates how Ontario’s education system is structured to accommodate diverse perspectives and backgrounds, thus promoting a more inclusive learning environment. We review specific curricular frameworks and teaching strategies designed to develop an understanding of both individual rights and communal responsibilities. This study also discusses how this approach enhances students’ academic skills while fostering belonging and commitment to the wider community. Through this analysis, we seek to highlight the continuous efforts of Ontario’s educational institutions to achieve gradual social integration. In this context, we examine how Ontario’s social studies curriculum balances diversity and unity, arguing that this framework provides valuable insights for social studies education in Japan, China, and Hong Kong. | |||||||
| 言語 | en | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | This work was supported by the Doctoral Research Startup Foundation of Shijiazhuang University, China (Grant Number 25BS0023). | |||||||
| 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 | |||||||
| 書誌情報 |
en : The Journal of Social Studies Education in Asia 巻 14, p. 33-52, ページ数 20, 発行日 2025-03-31 |
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| 見出し | ||||||||
| 大見出し | ARTICLES | |||||||
| 言語 | ja | |||||||
| 見出し | ||||||||
| 大見出し | ARTICLES | |||||||
| 言語 | en | |||||||
