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

Section

General Refereed Papers