宅島 大尭

type:text In this paper, we present the results of the development of thirty digital contents in “NONTA Classroom”, for deepening regional understanding. We propose the pedagogical foundations for implementing them in the curriculum of elementary school education. We conceived of an online local study for elementary school social studies, in which the Board of Education mediates between Educational Vison Research Institute (EVRI) of Hiroshima University and elementary schools in Higashi-Hiroshima City. Future research will examine how children’s citizenship and teachers’ curriculum design are improved in the context of actual practice.

The aim of this study is to design the peace education unit, which support the students to achieve the two goals: (1) to reconstruct their own notions of peace, and (2) to acquire interdisciplinary concepts and apply them to find and describe the (non-)peaceful situations in our usual life. Therefore, we developed and implemented a concept based inquiry unit (18 class hours) at Hiroshima Global Academy (HiGA) middle school by contextualize the previous unit plan into the integrated learning program on "Global Justice." As a result, we could choose the six concepts explaining a nonviolent but threatening the peaceful governance, human relation, and agency, demonstrate the social examples to apply them, and set a controversy defining the criteria of peace. The first outcome of this study is that we show the curricular-instructional gatekeeping adjusting to the school context of HiGA. The second is to find the relations between the students' learning of peace concepts and the reconstruction of peace notion.

The history of Japan colonizing Korea for 35 years during WWII and how to remember the history has affected the relationship of the two countries over several decades. The different understanding of "the Treaty on Basic Relations between Japan and the Republic of Korea," which Japan argues that all compensations are done by the treaty and South Korea argues that individual right to request compensation is still valid, causes current conflicts between the countries. This article defines social studies textbooks as a consensual discourse of each country and compares and analyzes how both countries' textbooks describe the same historical event. During discourse analysis on the contents of the treaty, the following codes emerged: "The Evaluation of Diplomacy," "Colonialization," "The Relationship with the U.S.," "Settlement," and "Postwar Compensation." In this article, we explain the codes with the representative excerpts and search for the characteristics of the individual country's discourse of the treaty based on the result of comparative analysis. By considering intertextuality, we also answer the reason for the different narratives presented by the countries. Finally, we discuss how we can improve the descriptions and possible future studies.