Teaching controversial issues in Japan: An exploration of contextual gatekeeping

Authors

  • Thomas Misco Miami University
  • Toshinori Kuwabara Okayama University
  • Masato Ogawa International Pacific University
  • Abigail I. Lyons Miami University

Keywords:

controversial issue education, citizenship education

Abstract

This qualitative case study sought to understand the extent to which Japanese high school Social Studies teachers grapple with controversial issues in their classrooms. Situated within a curricular-instructional gatekeeping framework, we conducted semi-structured interviews with eight respondents of varying backgrounds and schools in Okayama, Japan. The findings indicated that although the respondents believe they can teach controversial issues in their classrooms they generally do not because of specific contextual forces. Although we found controversial issue instruction to be generally moribund one respondent provided a rationale that reconceptualized exam preparation curriculum and instruction

Author Biographies

  • Thomas Misco, Miami University

    College of Education, Health, and Society

    Professor of Social Studies Education

  • Toshinori Kuwabara, Okayama University

    College of Education

    Professor of Social Studies

  • Masato Ogawa, International Pacific University
    Professor of International Education
  • Abigail I. Lyons, Miami University
    Graduate Student

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Published

2018-01-31

Issue

Vol. 17 No. 4 (2018)

Section

General Refereed Papers

License

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