WNE00001 Foundations of Education

Hiroshima University Syllabus

Japanese

Academic Year 2025Year School/Graduate School Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences International Education Development Program

Lecture Code WNE00001 Subject Classification Specialized Education

Subject Name 教育基礎論

Subject Name
（Katakana）キョウイクキソロン

Subject Name in
English Foundations of Education

Instructor MAKI TAKAYOSHI

Instructor
(Katakana) マキ　タカヨシ

Campus Higashi-Hiroshima Semester/Term 1st-Year,  Second Semester,  3Term

Days, Periods, and Classrooms (3T) Mon5-8：IDEC 206

Lesson Style Lecture Lesson Style
(More Details) Face-to-face

・First date of class: October 6 (Mon)
・student's presentation and discussion

Credits 2.0 Class Hours/Week 4 Language of Instruction E : English

Course Level 5 : Graduate Basic

Course Area（Area） 21 : Fundamental Competencies for Working Persons

Course Area（Discipline） 06 : Globalization/International cooperation studies

Eligible Students

Keywords SDG_04, principle of education; moral education; history of education

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 This course aims to cultivate students' ability to understand fundamental concepts concerning purpose of education, history of education and educational thought and to analyze and discuss educational development issues.

Students will be required to make a small presentation on each topic and also to participate actively in discussion on each topic.

Class Schedule Session 1&2 (October 6) Course orientation (Self-introduction, syllabus and grading, and presentation schedule)（Maki & Mayouly）
Session 3&4  (October 16) Presentation and discussion （Maki & Mayouly）
1. Finding the Practice in Education Policy—A Disciplinary Genealogy
2. Theoretical Foundations for a Critical Anthropology of Education Policy
Session 5&6  (October 20) Presentation and discussion （Maki & Mayouly）
3. What Does an Anthropologist of Educational Policy Do? Methodological Considerations
4. Producing Policy Prescriptions in a "Persistently Low-Achieving" School
Session 7&8  (October 27) Presentation and discussion （Maki & Mayouly）
5. Studying Educational Policy through its Dissenters: The Anthropology of U.S. Educational Policy Contestation
6. The Ambiguous Political Power of Liberal School Reform
Session 9&10 (November 7) Presentation and discussion（Maki & Mayouly）
7. The (In)Flexibility of Racial Policies: Chinese Americans in the Jim Crow South
8. DREAMers and DACAmented students in U.S. Higher Education: Toward a Critical Race Anthropology of Education Policy
Session 11&12 (November 10) Presentation and discussion（Maki & Mayouly）
9. Along Ghostly Grains: Toward an Ethnography of Policy
10. "Safe" versus "Dangerous" Policy Processes in Urban Public Schooling: The Case of Native American Education in Arizona
Session 13&14 (November 17) Presentation and discussion（Maki & Mayouly）
11. Policy Practices and State Effects: A Comparative Analysis of Social Inequality, Language Diversity, and Education Policy in South Africa and the United States
12. Language Sequestration and Public Education: A View from the New Language Policy Studies
Session 15 (December 1) Overall summary（Maki & Mayouly）

An 800–1000-word report reflecting on course content.

Text/Reference
Books,etc. Castagno, A. E., & McCarty, T. (Eds.). (2017). The anthropology of education policy: Ethnographic inquiries into policy as sociocultural process. Taylor & Francis.

PC or AV used in
Class,etc. Text, Handouts

(More Details) MS PowerPoint slides and printed materials (reading material and figure and table)

Learning techniques to be incorporated Discussions

Suggestions on
Preparation and
Review Summarize the points of each class and try to search and research the points about "your" country.
When you have any question, feel free to contact me by e-mail: maki@ hiroshima-u.ac.jp
It is also possible to arrange meetings to discuss course issues at my office. Date and time can be arranged by e-mail.

Requirements

Grading Method Grade for this class will be given based on following two requirements:
1) An 800–1000-word report reflecting on course content. (70 percent).
2) Degree of active participation in weekly presentation and classroom discussion. (30 percent)

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message

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	2025Year	School/Graduate School	Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences International Education Development Program
Lecture Code	WNE00001	Subject Classification	Specialized Education
Subject Name	教育基礎論
Subject Name （Katakana）	キョウイクキソロン
Subject Name in English	Foundations of Education
Instructor	MAKI TAKAYOSHI
Instructor (Katakana)	マキ　タカヨシ
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, Second Semester, 3Term
Days, Periods, and Classrooms	(3T) Mon5-8：IDEC 206
Lesson Style	Lecture	Lesson Style (More Details)	Face-to-face
・First date of class: October 6 (Mon) ・student's presentation and discussion
Credits	2.0	Class Hours/Week	4	Language of Instruction	E : English
Course Level	5 : Graduate Basic
Course Area（Area）	21 : Fundamental Competencies for Working Persons
Course Area（Discipline）	06 : Globalization/International cooperation studies
Eligible Students
Keywords	SDG_04, principle of education; moral education; history of education
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	This course aims to cultivate students' ability to understand fundamental concepts concerning purpose of education, history of education and educational thought and to analyze and discuss educational development issues. Students will be required to make a small presentation on each topic and also to participate actively in discussion on each topic.
Class Schedule	Session 1&2 (October 6) Course orientation (Self-introduction, syllabus and grading, and presentation schedule)（Maki & Mayouly） Session 3&4 (October 16) Presentation and discussion （Maki & Mayouly） 1. Finding the Practice in Education Policy—A Disciplinary Genealogy 2. Theoretical Foundations for a Critical Anthropology of Education Policy Session 5&6 (October 20) Presentation and discussion （Maki & Mayouly） 3. What Does an Anthropologist of Educational Policy Do? Methodological Considerations 4. Producing Policy Prescriptions in a "Persistently Low-Achieving" School Session 7&8 (October 27) Presentation and discussion （Maki & Mayouly） 5. Studying Educational Policy through its Dissenters: The Anthropology of U.S. Educational Policy Contestation 6. The Ambiguous Political Power of Liberal School Reform Session 9&10 (November 7) Presentation and discussion（Maki & Mayouly） 7. The (In)Flexibility of Racial Policies: Chinese Americans in the Jim Crow South 8. DREAMers and DACAmented students in U.S. Higher Education: Toward a Critical Race Anthropology of Education Policy Session 11&12 (November 10) Presentation and discussion（Maki & Mayouly） 9. Along Ghostly Grains: Toward an Ethnography of Policy 10. "Safe" versus "Dangerous" Policy Processes in Urban Public Schooling: The Case of Native American Education in Arizona Session 13&14 (November 17) Presentation and discussion（Maki & Mayouly） 11. Policy Practices and State Effects: A Comparative Analysis of Social Inequality, Language Diversity, and Education Policy in South Africa and the United States 12. Language Sequestration and Public Education: A View from the New Language Policy Studies Session 15 (December 1) Overall summary（Maki & Mayouly） An 800–1000-word report reflecting on course content.
Text/Reference Books,etc.	Castagno, A. E., & McCarty, T. (Eds.). (2017). The anthropology of education policy: Ethnographic inquiries into policy as sociocultural process. Taylor & Francis.
PC or AV used in Class,etc.	Text, Handouts
(More Details)	MS PowerPoint slides and printed materials (reading material and figure and table)
Learning techniques to be incorporated	Discussions
Suggestions on Preparation and Review	Summarize the points of each class and try to search and research the points about "your" country. When you have any question, feel free to contact me by e-mail: maki@ hiroshima-u.ac.jp It is also possible to arrange meetings to discuss course issues at my office. Date and time can be arranged by e-mail.
Requirements
Grading Method	Grade for this class will be given based on following two requirements: 1) An 800–1000-word report reflecting on course content. (70 percent). 2) Degree of active participation in weekly presentation and classroom discussion. (30 percent)
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message
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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