| Project/Area Number |
19K14096
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 09010:Education-related
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| Research Institution | Kyushu University |
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Principal Investigator |
Chen Sicong 九州大学, 人間環境学研究院, 准教授 (80733162)
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2021: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2020: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2019: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | citizenship education / social justice / Japan / China / East Asia / Taiwan / Asia / official discourse / justice and injustice / politics / social justice education / public schools / education policy / education practice / educational discourse |
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| Outline of Research at the Start |
This comparative research provides empirical evidence on education for social justice in schools in Japan, China and Taiwan. It explores two key questions: What are teachers’ perceptions of social justice? What are the objectives, approaches, strategies, and challenges about teaching social justice?
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| Outline of Final Research Achievements |
This research empirically examined and compared how social justice is interpreted in citizenship education in Japan and China. It developed a three-dimensional framework of social justice for education discourse analysis. It analyzed official policies, national curriculum guidelines and government-authorized textbooks. It also interviewed Chinese schoolteachers.
The research found that both cases similarly stop short of promoting comprehensive, transformative and global social justice education. The research also found that justice outweighs injustice in the Chinese discourse. It argued that the positive construction enables the party-state to manipulate social consensus and manufacture depoliticized, individualized and authoritarian citizenship. The research proposes that education for social justice should be oriented as education against social injustice.
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| Academic Significance and Societal Importance of the Research Achievements |
This research seems to be the first in the field that takes a direct and comparative look at citizenship education for social justice in Japan and China. It sends a clear and compelling message that education for social justice should be oriented as education against social injustice.
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