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1 – 10 of 65Joseph Seyram Agbenyega, Kiiko Ikegami and Corine Rivalland
Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers…
Abstract
Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.
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Colin Jones, Kathryn Penaluna and Andy Penaluna
This paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so…
Abstract
Purpose
This paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy.
Design/methodology/approach
This conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-à-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when.
Findings
In developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators.
Practical implications
There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fueled by the ongoing development of purpose, agency and capability via cultivated reflection.
Originality/value
This paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation.
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This paper aims to provide an overview of the origins of bansho, how it has developed to be an indispensable practice in Japan and its influence on countries outside Japan. The…
Abstract
Purpose
This paper aims to provide an overview of the origins of bansho, how it has developed to be an indispensable practice in Japan and its influence on countries outside Japan. The integration of bansho into lesson study (LS) will also be presented.
Design/methodology/approach
This paper draws on the vast literature on bansho from both in and outside Japan to illustrate the points mentioned above.
Findings
Recapitulation on the history of chalkboard and bansho in different eras in Japan illustrated its endurance towards the test of time, geographical space and functions. While bansho remains a constant presence in LS research, there has not been any work that outlines how bansho is integrated into the LS cycle. Thus, a guideline on how bansho can be incorporated in the LS cycle is provided.
Originality/value
A comprehensive overview of bansho allows educators and researchers outside Japan to move beyond the know-how and know-what of bansho; it would serve as an invaluable source to understand the core concepts underlying this classroom practice, thus avoiding the mere adaptation of bansho superficial aspects. This study also provides precise instruction on how bansho can be integrated into each step of the LS cycle, which will guide teachers and researchers in the future implementation of LS.
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Shirley Tan, Kumi Fukaya and Shiho Nozaki
The purpose of this paper is to develop bansho analysis as a research method to improve observation and analysis of instruction in lesson study, which could potentially visualise…
Abstract
Purpose
The purpose of this paper is to develop bansho analysis as a research method to improve observation and analysis of instruction in lesson study, which could potentially visualise pupils’ thinking processes in a lesson.
Design/methodology/approach
The paper opted for a qualitative method of case study analysis. Data are drawn from a Year 6 Japanese Language lesson of a Japanese primary school. Data collection and data analysis are informed by transcript-based lesson analysis. The process of bansho formation is also reproduced based on video and audio data.
Findings
Bansho analysis illustrates three main patterns of pupils’ thinking processes, namely, variation of ideas, connection of ideas and attention to ideas. Pupils’ opinion sharing at the beginning of the lesson led to a variety of ideas and they were recorded as part of bansho. There, pupils proceeded to establish connection among ideas. Finally, pupils displayed attention to ideas which were recorded on bansho, by returning to ideas that intrigued them.
Research limitations/implications
There is a need to investigate the teacher’s role in bansho formation processes in order to develop a more comprehensive bansho analysis method. Other teaching and learning materials such as lesson plans and pupils’ notes should also be included in the study of bansho to develop a more comprehensive bansho analysis.
Originality/value
Bansho analysis proposed in this paper allows educators and researchers to study bansho with visualisation of bansho-related data. It would serve as an invaluable source of evidence during the observation and reflection stage of lesson study cycle.
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This chapter examines the contributions that the Indian political leader and educator, Mahatma Gandhi (1869–1948) can make to the United Nations Educational, Scientific and…
Abstract
This chapter examines the contributions that the Indian political leader and educator, Mahatma Gandhi (1869–1948) can make to the United Nations Educational, Scientific and Cultural Organization (UNESCO) led practice of Global Citizenship Education (GCE) and a sustainable world. It discusses issues related to the cognitive, socio-emotional, and behavioural dimensions of learning to know, learning to be, and learning to do involving a critical analysis of what it means to be and become an active citizen. This work expands on a long-term study on selected thinkers that suggests that there are political implications of taking action based on values, such as, peace and non-violence. Challenges often emerge when one takes action in real-world politics, and there are merits in studying the modes of creativity displayed by actors who are embroiled in these successes and challenges. Among the examples of such thinkers is Gandhi, the leader of one of the largest non-violent mass movements in the recent history of India with a significant influence abroad. As discussed in this chapter, a critical engagement with studies on the patterns of living of people and communities across Western/non-Western diasporas that are based on values, such as peace and non-violence, can help develop intercultural understandings and enhance education for citizenship. The chapter examines value-creating global citizenship education as a pedagogical approach to learning that has been developed as an outcome of studies on Gandhi and other Asian thinkers.
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The purpose of this paper is to discuss the phenomenon of peace leadership, an emerging sub-area of leadership studies.
Abstract
Purpose
The purpose of this paper is to discuss the phenomenon of peace leadership, an emerging sub-area of leadership studies.
Design/methodology/approach
This literature review discusses peace leadership scholarly work specifically identified as such by its authors, and therefore does not include literature potentially viewed as informing the broader discussion of peace leadership.
Findings
The peace leadership specific scholarly literature discussed herein includes work on the traits, characteristics, and practices of peace leaders; peace leader role and responsibilities; and the connective and collective nature of peace leadership.
Originality/value
Discussion of the literature concludes a proposed definition of peace leadership and with three suggestions for ways to continue to build peace leadership scholarship including: empirical studies, theoretical and conceptual model creation, and ongoing informed discussions, and in itself contributes to the emerging conversation of peace leadership.
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