CC604201 Introduction for Comparative and International Education toward Global Peace

Hiroshima University Syllabus

Japanese

Academic Year 2024Year School/Graduate School School of Education

Lecture Code CC604201 Subject Classification Specialized Education

Subject Name 世界平和に向けた比較国際教育学概論

Subject Name
（Katakana）セカイヘイワニムケタヒカクコクサイキョウイクガクガイロン

Subject Name in
English Introduction for Comparative and International Education toward Global Peace

Instructor NAKAYA AYAMI,BABA TAKUYA

Instructor
(Katakana) ナカヤ　アヤミ,ババ　タクヤ

Campus Higashi-Hiroshima Semester/Term 1st-Year,  Second Semester,  Intensive

Days, Periods, and Classrooms (Int) Inte

Lesson Style Lecture Lesson Style
(More Details) 　

Credits 2.0 Class Hours/Week 　 Language of Instruction E : English

Course Level 1 : Undergraduate Introductory

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 07 : Education

Eligible Students

Keywords SDG_4,16,17 Peace Education International Education Comparative Education Multicultural Education International Educational Development

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline Course description
Comparative and International Education is a multi-discipline that contributes to the development of education for building peace in the world by discovering through comparative analysis the characteristics, advantages and challenges of educational policies and practices in different countries. In this class, major research themes in the areas of comparative education, international education, and international educational development will be introduced based on the philosophy of peacebuilding. It will also discuss the research methods used, their advantages and limitations, and the ethical issues involved.

Course goals
1)To understand the concept of peace and educational approach toward peaceful society
2)To understand the landscape of comparative and international education as a multidisciplinary field of research, the strengths, and limitations of this approach.
3) To recognize the challenges of education around the world, as well as the nature of local, national, global policy initiatives and educational stakeholders responding to those challenges.
4) To become familiar with methods widely applied in the field.
5) To reflect on one’s own identity, positionality, and responsibility in working on international educational contexts.

Class Schedule lesson1 Overview and introduction: Concept of peace and educational approach in globalization（Nakaya）
lesson2 Introduction of comparative and international education（Nakaya）
lesson3 Comparative analysis on peace education curriculum（Nakaya）
lesson4 Multiculturalism and education（Nakaya）
lesson5 International curriculum (IB): identity and citizenship （Nakaya）
lesson6 Global citizenship education for global partnership（Nakaya)
lesson7 Global citizenship education for global partnership（Nakaya）
lesson8 Introduction and history of international educational development (Baba)  (1)(2)
lesson9 International educational cooperation project （Baba）(1)
lesson10 Assessment in international education development (Baba)(5)
lesson11 History and trends of curriculum (Baba)(5)
lesson12 Lesson study in international education development (Baba)(2)
lesson13 Teacher’s competence in international education development　(3), (4)
lesson14 Role of culture and language in subjects (Baba) (6)
lesson15 Discussion international and comparative education: Ethics, research methods, future contribution (Nakaya)

Test: After the Lesson 15

Text/Reference
Books,etc. [Reference]
［中矢担当分］
近藤孝弘・中矢礼美・西野節夫（2018）『リーディングス比較教育学　地域研究』東信堂
中矢礼美（2011）平和教育カリキュラムの国際比較研究 : 平和的な平和構築力の育成に注目して, 教育学研究紀要, 57巻, 1号, pp. 87-92, 2011
中矢礼美（2012）平和教育カリキュラム編成に関する国際比較研究 : アメリカ・カナダ・インドネシアの事例, 広島大学国際センター紀要, 2号, pp. 17-31
山内乾史編著（2020）『比較教育学の研究スキル』東信堂
Arfani, J and Nakaya, A.（2019）Meanings of International High School Education in Indonesia and Japan, Journal of Research in International Education, 18(3), pp. 310-325
Arfani,J. and Nakaya, A.（2020）Citizenship Education in Indonesia and Japan: A Dynamic Endeavour to Form National Character, Citizenship Teaching & Learning, 15（1）, pp. 45-62
Marshal, J.（2019）Introduction to Comparative and International Education, Sage.
Nakaya, A. (2018）Overcoming Ethnic Conflict through Multicultural Education: The Case of West Kalimantan, Indonesia, International Journal of Multicultural Education, 20(1), pp. 118-137
[馬場担当分]
(1) 黒田一雄、横関祐見子（2005）『国際教育開発論―理論と実践』有斐閣
(2) 国際協力機構（2005）『日本の教育経験―途上国の教育開発を考える』東信堂
(3)中井一芳、下田旭美、馬場卓也（2018）「第6章ザンビアの教員を取り巻く環境と教員政策の課題‐」興津妙子・川口純編『教員政策と国際協力』（pp.151-184）.東京.明石書店.
(4) 馬場卓也、中井一芳(2009)「国際教育協力における授業研究アプローチの可能性－ザンビアの事例をもとに－」『国際教育協力論集』12(1), pp.107-118.
(5) Baba, Takuya, Nakawa, Nagisa, Nkhata, Bentry, Mungalu, Auther, Mudenda, Barbara, Kaabo, Emmanuel Mambwe, Bareford Nkhalamo, Chimwemwe Joy, Watanabe, Koji, (2019) The Development of an Assessment Instrument for Numeracy Competence and its Application to Selected Primary Schools in Zambia. Zambia Journal of Teacher Professional Growth (ZJTPG). 5(2). December, pp. 72-92. The University of Zambia Press.
(6) 馬場卓也, 清水欽也, 牧貴愛編著（2020）『国際教育開発入門 : フィールドの拡がりと深化』学術研究出版/ブックウェ.

PC or AV used in
Class,etc. 　

(More Details)

Learning techniques to be incorporated 　

Suggestions on
Preparation and
Review Please read the references before the classes.

Requirements

Grading Method Active participation in the discussion (50%)
Final test and report (50%)

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message Basically we use English but sometimese explain in Japanese if you feel difficult to understand.

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2024Year	School/Graduate School	School of Education
Lecture Code	CC604201	Subject Classification	Specialized Education
Subject Name	世界平和に向けた比較国際教育学概論
Subject Name （Katakana）	セカイヘイワニムケタヒカクコクサイキョウイクガクガイロン
Subject Name in English	Introduction for Comparative and International Education toward Global Peace
Instructor	NAKAYA AYAMI,BABA TAKUYA
Instructor (Katakana)	ナカヤ　アヤミ,ババ　タクヤ
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, Second Semester, Intensive
Days, Periods, and Classrooms	(Int) Inte
Lesson Style	Lecture	Lesson Style (More Details)

Credits	2.0	Class Hours/Week		Language of Instruction	E : English
Course Level	1 : Undergraduate Introductory
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	07 : Education
Eligible Students
Keywords	SDG_4,16,17 Peace Education International Education Comparative Education Multicultural Education International Educational Development
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	Course description Comparative and International Education is a multi-discipline that contributes to the development of education for building peace in the world by discovering through comparative analysis the characteristics, advantages and challenges of educational policies and practices in different countries. In this class, major research themes in the areas of comparative education, international education, and international educational development will be introduced based on the philosophy of peacebuilding. It will also discuss the research methods used, their advantages and limitations, and the ethical issues involved. Course goals 1)To understand the concept of peace and educational approach toward peaceful society 2)To understand the landscape of comparative and international education as a multidisciplinary field of research, the strengths, and limitations of this approach. 3) To recognize the challenges of education around the world, as well as the nature of local, national, global policy initiatives and educational stakeholders responding to those challenges. 4) To become familiar with methods widely applied in the field. 5) To reflect on one’s own identity, positionality, and responsibility in working on international educational contexts.
Class Schedule	lesson1 Overview and introduction: Concept of peace and educational approach in globalization（Nakaya） lesson2 Introduction of comparative and international education（Nakaya） lesson3 Comparative analysis on peace education curriculum（Nakaya） lesson4 Multiculturalism and education（Nakaya） lesson5 International curriculum (IB): identity and citizenship （Nakaya） lesson6 Global citizenship education for global partnership（Nakaya) lesson7 Global citizenship education for global partnership（Nakaya） lesson8 Introduction and history of international educational development (Baba) (1)(2) lesson9 International educational cooperation project （Baba）(1) lesson10 Assessment in international education development (Baba)(5) lesson11 History and trends of curriculum (Baba)(5) lesson12 Lesson study in international education development (Baba)(2) lesson13 Teacher’s competence in international education development　(3), (4) lesson14 Role of culture and language in subjects (Baba) (6) lesson15 Discussion international and comparative education: Ethics, research methods, future contribution (Nakaya) Test: After the Lesson 15
Text/Reference Books,etc.	[Reference] ［中矢担当分］近藤孝弘・中矢礼美・西野節夫（2018）『リーディングス比較教育学　地域研究』東信堂中矢礼美（2011）平和教育カリキュラムの国際比較研究 : 平和的な平和構築力の育成に注目して, 教育学研究紀要, 57巻, 1号, pp. 87-92, 2011 中矢礼美（2012）平和教育カリキュラム編成に関する国際比較研究 : アメリカ・カナダ・インドネシアの事例, 広島大学国際センター紀要, 2号, pp. 17-31 山内乾史編著（2020）『比較教育学の研究スキル』東信堂 Arfani, J and Nakaya, A.（2019）Meanings of International High School Education in Indonesia and Japan, Journal of Research in International Education, 18(3), pp. 310-325 Arfani,J. and Nakaya, A.（2020）Citizenship Education in Indonesia and Japan: A Dynamic Endeavour to Form National Character, Citizenship Teaching & Learning, 15（1）, pp. 45-62 Marshal, J.（2019）Introduction to Comparative and International Education, Sage. Nakaya, A. (2018）Overcoming Ethnic Conflict through Multicultural Education: The Case of West Kalimantan, Indonesia, International Journal of Multicultural Education, 20(1), pp. 118-137 [馬場担当分] (1) 黒田一雄、横関祐見子（2005）『国際教育開発論―理論と実践』有斐閣 (2) 国際協力機構（2005）『日本の教育経験―途上国の教育開発を考える』東信堂 (3)中井一芳、下田旭美、馬場卓也（2018）「第6章ザンビアの教員を取り巻く環境と教員政策の課題‐」興津妙子・川口純編『教員政策と国際協力』（pp.151-184）.東京.明石書店. (4) 馬場卓也、中井一芳(2009)「国際教育協力における授業研究アプローチの可能性－ザンビアの事例をもとに－」『国際教育協力論集』12(1), pp.107-118. (5) Baba, Takuya, Nakawa, Nagisa, Nkhata, Bentry, Mungalu, Auther, Mudenda, Barbara, Kaabo, Emmanuel Mambwe, Bareford Nkhalamo, Chimwemwe Joy, Watanabe, Koji, (2019) The Development of an Assessment Instrument for Numeracy Competence and its Application to Selected Primary Schools in Zambia. Zambia Journal of Teacher Professional Growth (ZJTPG). 5(2). December, pp. 72-92. The University of Zambia Press. (6) 馬場卓也, 清水欽也, 牧貴愛編著（2020）『国際教育開発入門 : フィールドの拡がりと深化』学術研究出版/ブックウェ.
PC or AV used in Class,etc.
(More Details)
Learning techniques to be incorporated
Suggestions on Preparation and Review	Please read the references before the classes.
Requirements
Grading Method	Active participation in the discussion (50%) Final test and report (50%)
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message	Basically we use English but sometimese explain in Japanese if you feel difficult to understand.
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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