An Alternative Mode of Student Well-Being or Unhappy Schools? Exploring Interdependence in Education across East and Southeast Asia, Building Evidence to Impact the Post-SDG 2030 Global Policy Agenda

• Project/Area Number: 23K25636
• Project/Area Number (Other): 23H00939 (2023)
• Research Category: Grant-in-Aid for Scientific Research (B)
• Allocation Type: Multi-year Fund (2024); Single-year Grants (2023)
• Section: 一般
• Review Section: Basic Section 09020:Sociology of education-related
• Research Institution: Kyoto University
• Principal Investigator: Rappleye Jeremy 京都大学, 教育学研究科, 准教授 (00742321)
• Co-Investigator(Kenkyū-buntansha): 林 安希子 慶應義塾大学, 商学部(日吉), 准教授 (50789716) ; EDWARDS DONALD 早稲田大学, 高等研究所, 准教授(任期付) (70962067)
• Project Period (FY): 2023-04-01 – 2028-03-31
• Project Status: Declined (Fiscal Year 2024)
• Budget Amount: ¥16,640,000 (Direct Cost: ¥12,800,000、Indirect Cost: ¥3,840,000); Fiscal Year 2027: ¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000); Fiscal Year 2026: ¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000); Fiscal Year 2025: ¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000); Fiscal Year 2024: ¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000); Fiscal Year 2023: ¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
• Keywords: (well-) Being / interdependence / education / post-SDG 2030 agenda / east and southeast asia

Outline of Research at the Start

The Interdependent mode concept was developed in Japan and it
remains unclear to what extent it applies to the great diversity of contexts around E/SEA. One hypothesis is that it is simply a Japan-specific construct, emerging from Japan’s unique philosophical, religious and socio-historical educational contexts (Matsumoto, 1999, Voronov&Singer, 2002). An alternative, original hypothesis is that ‘underneath’ or ‘behind’ the diversity of contexts in E/SEA there exists a common approach, one captured by the Interdependent theorization put forth first by Japanese researchers.