208 pages | 3 B/W Illus.
The book explores the state of social studies education within selected East Asian societies and provides some insights into distinctive classroom practices.
In an increasingly volatile and unpredictable world, the education of young people who both understand the contexts in which they are growing up, and see the need for engaging with them, is a top priority. This task falls to social studies education which carries the responsibility for inducting young people into their social world and helping them to see the role they can play within it. This is particularly important in East Asia where strong economic growth, long held cultural values and diverse political systems create an environment that challenges young people on multiple fronts. This book, with its team of regional authors, shows how different societies in the region are dealing with these challenges and what can be expected from future citizens.
The book will appeal to policy makers, researchers and teachers interested in the current state of social studies education in East Asian societies.
'Currently, interest in the education systems of some countries in East Asia focuses on how they produce students who outperform their counterparts in Western countries on international tests in areas such as Mathematics, Science and Reading. Yet little is known about the nature of social studies education and the significant influence it plays in inducting young people in Asia into the social, moral, cultural and political values of a society. This edited volume provides a unique insight into a highly significant but little known aspect of Social Studies Education in East Asia’s high performing education systems. It offers rich and unique insights from experts in the field on mandated social studies curriculum from selected Asian societies, together with perspectives on the characteristics and role of social studies education in an increasingly volatile 21st century context.' - Deborah Henderson, Associate Professor, Faculty of Education, Queensland University of Technology (QUT), Brisbane, Australia.
Section 1. A theoretical perspective on social studies education 1. The development of social studies education: An international perspective, Kerry J. Kennedy. Section 2. Politics, culture and reform in Asian social studies education 2. Beyond pendulum? Social studies education in Japan, Hiromi Kawaguchi and Jongsung Kim. 3. The disciplinary base of social studies education in the People’s Republic of China: The case of geography, Xiaxoue Kuang. 4. Evolution and controversies of social studies education in the Hong Kong education context, Wilton Chi Fung Chau and Kin Lin Wong. 5. Taiwan's new social studies curriculum and its challenges, Liou Show-Mann. 6. What has the global high performing education system to do with local social studies education? –The case of the Macao Special Administrative Region, Sou Kuan Vong. Section 3 Social studies education in East Asian classrooms 7. "This is a matter of survival": The collaboration between education for disaster prevention and Social Studies education in Japan, Jongsung Kim and Hiromi Kawaguchi. 8. Chinese students’ attitudes toward patriotism education, Weiliang Luo, Yuzhen Ding and Xiaoxue Kuang. 9. Teachers’ perceptions of moral, civic and national practices in schools, Kin Lin Wong and J.C.K Lee. 10. Integration of cross curriculum priorities into the social studies curriculum: The challenges of Taiwan's social studies teachers, Show-Mann Liou. 11. "Learning from experience" in Social Studies curriculum in Macao: Examples of classroom practice in Geography teaching, Min-Chuan Sung. Section 4 Agenda for the future 12. Social studies education in a changing world, Kerry J. Kennedy
The purpose of this series is to provide a comprehensive coverage of schooling issues in
Asia and a platform for exploring educational futures in the region. It also aims to:
• Locate schools in the broader social, political, economic and cultural contexts that
• Investigate the ways schools cater for all groups of students, and in particular
disadvantaged groups, in the quest for equality of opportunity.
• Investigate the distinctive qualities of schools in Asia and the relationship of these
qualities to schooling outcomes.
• Highlight comparative issues in schooling across East-West divides including cultures,
digital technologies, socioeconomic well being and development trajectories of different