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Teachers' resistance: Japanese teach...

Kato, Reiko.

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Teachers' resistance: Japanese teachers stories from the 1960s.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teachers' resistance: Japanese teachers stories from the 1960s./
作者:	Kato, Reiko.
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4352.
Contained By:	Dissertation Abstracts International71-12A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3427543
ISBN:	9781124320021

Teachers' resistance: Japanese teachers stories from the 1960s.
Kato, Reiko.

Teachers' resistance: Japanese teachers stories from the 1960s. - 143 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4352.

Thesis (Ed.D.)--University of Massachusetts Amherst, 2010.

The purpose of this study is to listen to teachers' stories and reconstruct their classrooms in the midst of the global upheaval of people's movements in the 1960s-70s through teachers' narratives. The primary research questions are: How did social movements in the 1960s-1970s influence their teaching practices? What was their intention and how did they carry out their daily teaching practice?

ISBN: 9781124320021Subjects--Topical Terms:

626654
Education, Sociology of.

Teachers' resistance: Japanese teachers stories from the 1960s.
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500 $a Adviser: Theresa Y. Austin.
502 $a Thesis (Ed.D.)--University of Massachusetts Amherst, 2010.
520 $a The purpose of this study is to listen to teachers' stories and reconstruct their classrooms in the midst of the global upheaval of people's movements in the 1960s-70s through teachers' narratives. The primary research questions are: How did social movements in the 1960s-1970s influence their teaching practices? What was their intention and how did they carry out their daily teaching practice?
520 $a In the educational research field, narrative inquirers explore teachers' stories, their life experiences and teaching practices, in order to understand how teachers view the world. I collected stories, through in-depth interviews, of ten Japanese teachers who taught in Japanese public school system, and were active in social and educational movements during the 1960s-70s in order to understand how teachers understood and resisted dominant oppressive forces which create and perpetuate social inequality.
520 $a Teacher narratives were analyzed using two complementary methods: contents analysis and interactional positioning theory. First, stories of teachers' struggles in their classrooms and schools were contextualized in a wider social struggle for humanity and a more just society, in order to explore teachers' understanding of social oppression and their resistance, and multiculturalism in Japanese classrooms in the 1960s-1970s. Through their stories, an indigenous multicultural nature of Japanese classrooms was revealed, even before the multiculturalism became an imported educational topic in the 1980s. Furthermore, using interactional positioning theory, I discussed how teacher activist identities were constructed during the narration, at the same time, uncover how social stigma of being an activist possibly suppressed the participants overtly constructing an activist identity in narratives.
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