2021 Fiscal Year Research-status Report
Development of Japanese customs as citizenship formation in Latin America: Evaluation of the linkage between curriculum and practice of citizenship formation in Peruvian-Nikkei- and non-Nikkei-schools
Project/Area Number |
19K23302
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Research Institution | Kansai Gaidai University |
Principal Investigator |
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Project Period (FY) |
2019-08-30 – 2023-03-31
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Keywords | Japanese school / Japanese project / Peruvian education / Peruvian citizens / Local community / recycling / cleaning / Volunteer |
Outline of Annual Research Achievements |
The inconsistency between the curriculum and the practice in citizenship education does not show the expected results in local and global Peruvian citizenship. The aggravation of these problems occurred when the pandemic COVID-19 started, and Peruvian schools closed for about two years, shifting to an online teaching system. My project OSOJI-JAPAN mitigated part of the problem mentioned above while accompanying the government's new education policies. The project OSOJI-JAPAN was based on the non-cognitive skills practiced in the Japanese elementary schools that support a sustainable lifestyle in Japanese citizenship. Moreover, the proposal of this project focused on the global development objectives of the United Nations (SDGs -4- TARGET 7). My project extracted and adapted non-cognitive activities from Japanese school activities' (Kakari, Osoji, and Recycling) to be implemented in students' homes and communities in Peru. As a part of the results, my innovative program helped Peruvian children and their families acquired new customs, especially during the Pandemic covid-19. Describing and evaluating students' changing behavior as a part of citizenship education through applying these three activities for five months, we analyzed day-by-day behavior and identified factors contributing to students' changing behavior. However, we were limited in applying the project to the student's homes. The next goal will be to implement the project at Peruvian schools.
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Current Status of Research Progress |
Current Status of Research Progress
4: Progress in research has been delayed.
Reason
The Japanese education system provides an example of possibilities regarding the interplay between the curriculum and the praxis in citizenship education by implementing different special activities (Tokkatsu) as an example. Therefore, my project's goal has to be implemented at Peruvian schools. Nevertheless, when the pandemic COVID-19 started, and Peruvian schools closed for about two years, shifting to an online teaching system, it was impossible to carry out the project at Peruvian schools. Therefore, the fieldwork at Peruvian schools must be canceled because of the "Emergency Declaration" to prevent the COVID-19 infection. Consequently, the research site was changed from schools to the local community in 2021. It means that the project has been implemented at students' homes, guided by the school's teacher. I had to extend the project one more year. Based on the above, I judged "Delay than the original research plan."
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Strategy for Future Research Activity |
My project not only seeks to apply activities that do not depend on economic burdens but an innovative program that may serve as a cornerstone to the linkage of both the curriculum's content and the praxis of the citizenship formation in Peruvian schools. Therefore, this project was created to analyze the implementation of three special Japanese school activities in Peruvian public schools. Since students participated in online classes during the Pandemic, the special activities were adapted to this novel situation. That is to say that the school and home teacher led the process, but the main actors in the activities were the children, their families, and the neighborhood. We consider that working from home was an exceptional circumstance that might allow new collaborations between the communities and the school as an institution. However, the main goal will be to implement this project at a Peruvian school in 2022. In the next step, using the mixed-method sequential explanatory, this study will implement three special activities from Japanese schools to Peruvian schools. Even the pandemic online education experience allowed us to consider the household potential space for implementing the three special activities. In 2022 fiscal year, while the school in a presence-based modality will be the core space for carrying out my project.
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Causes of Carryover |
The research trip to Latin American countries for oral presentations and field works in Peru in Peruvian schools was postponed because of the emergency status, and Peruvian schools were closed until March 2022. As a part of my project, it is planned to do fieldwork in Peru with Japanese teachers. The fieldwork consists in doing a workshop training at Peruvian School. Describing and evaluating students' changing behavior as a part of citizenship education through the application of Japanese special schools' activities' (Kakari, Osoji, and Recycling) may help schools bring changes to the curriculum in citizenship education and link the contents (curriculum) and practice (intervention) from schools to the whole Peruvian community. Moreover, in the Peruvian context, the scarce resources and budget destined for education increase the above-cited issues. As a result, this project not only seeks to apply activities that do not depend on economic burdens but an innovative program that may serve as a cornerstone to the linkage of both the curriculum's content and the praxis of citizenship formation.
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Research Products
(8 results)