SATO Manabu The University of Tokyo, Graduate School of Education, Professor (70135424)
FUJITA Hidenori The University of Tokyo, Graduate School of Education, Professor (30109235)
SHIMIZU Kokichi The University of Tokyo, Graduate School of Education, Assistant Professor (40196514)
UMAKOSHI Toru Nagoya University, Graduate School of Education, Professor (60000030)
レヴィアルヴレスト クロード (CLAUDE Levi Alvares / LEVI ALVARES Claude) 広島大学, 大学院・総合科学研究科, 助教授 (80284123)
恒吉 僚子 東京大学, 大学院・教育学研究科, 助教授 (50236931)
|Budget Amount *help
¥7,700,000 (Direct Cost: ¥7,700,000)
Fiscal Year 2002: ¥2,600,000 (Direct Cost: ¥2,600,000)
Fiscal Year 2001: ¥2,400,000 (Direct Cost: ¥2,400,000)
Fiscal Year 2000: ¥2,700,000 (Direct Cost: ¥2,700,000)
With rapid social change, internationalization, and globalization, many societies around the world are faced with what are perceived as "new" issues, or urgent needs for reform. Many of these reforms touch on issues of citizenship. Education relating to citizenship is thus a central issue for many countries around the globe.
This study compared education relating to citizenship in seven countries, Japan, Korea, Malaysia, Franca, the United Kingdom, Israel, and the United States, which differ in culture, ethnic composition, religion, etc. Depending on the country in question, the meaning of citizenship varied. Citizenship education is also linked to areas as diverse as curriculum reform, attempts to build civic societies, nationalism, colonialism, and multicultural education.
Despite the diversity in national contexts, however, common threads were present. Four core themes were identified and countries were compared based on these themes. The first theme pertains to the theoretical reconstruction of the meaning of citizenship education in our globalized world where the basis of nation-states is in flux. The second theme pertains to citizenship in a multicultural context. Though Japan is often considered to be one of the most homogeneous societies (at least homogeneously-minded) in the world, even it has experienced a phase of cultural diversity (e.g., the inflow of foreign workers) in the past few decades. Defining citizenship education in a cultural diverse context is one of the pressing issues of our era. The third theme centered around citizenship and the state, the fourth focused on citizenship and the public good in an age of privatization and individualization.
The results were presented in an international conference organized by the University of Tokyo in 2002, and is scheduled to be published from the University of Tokyo Press (in Japanese) in the year 2003.