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Community-building in Japanese adult...

Jacobson, Erik Hugo.

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Community-building in Japanese adult basic education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Community-building in Japanese adult basic education./
Author:	Jacobson, Erik Hugo.
Description:	294 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1625.
Contained By:	Dissertation Abstracts International65-05A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134483
ISBN:	0496817106

Community-building in Japanese adult basic education.
Jacobson, Erik Hugo.

Community-building in Japanese adult basic education. - 294 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1625.

Thesis (Ed.D.)--Harvard University, 2004.

By means of an ethnographic multi-case study of three adult basic education programs in Nara prefecture, Japan, this dissertation explores the nature of community building within the adult basic education classroom. It also provides examples of how the sociocultural context of adult basic education in Japan shapes the decisions programs make about the content and nature of adult literacy instruction, the role of assessment in adult basic education, and the nature of teacher preparation. Students in Japanese adult basic education programs are drawn from different minority communities in Japan (burakumin, Koreans, and immigrants) that have a history of being discriminated against, and who remain marginalized by the Japanese mainstream. As a response to both the social and academic needs of adult learners, the adult basic education programs that were part of this study attempt to build a sense of community within the classroom itself. In the process of building this community, students and teachers gave priority to non-academic goals. This created the following expectations: (1) Literacy instruction is to be used for psychological healing and student empowerment, (2) The creation of tight bonds between teachers and students is a goal of the class, rather than just a method, and (3) Classrooms have to be safe spaces for teachers, as well as students, to gather and recuperate. Students and teachers in these programs also rejected the dominant model of Japanese secondary education which prioritizes competition between students and the mastery of a decontextualized curriculum. In keeping with the goals of creating a safe and responsive space, the programs: (1) Utilize an open curriculum, (2) Reject assessment and time limitations put on student tenure, and (3) Problematize the hierarchical student-teacher relationship. In my analysis, I suggest that what informs students' and teachers' decisions is a discourse of empathy which values emotion as a key way of understanding the experiences of others, and views subjectivity as achieved through intersubjective communication. I also suggest that this concern with empathy leads some schools in Japan to provide adult basic education programming that looks very different from what is offered in the United States.

ISBN: 0496817106Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Community-building in Japanese adult basic education.
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100 1 $a Jacobson, Erik Hugo. $3 1928425
245 1 0 $a Community-building in Japanese adult basic education.
300 $a 294 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1625.
500 $a Adviser: John Comings.
502 $a Thesis (Ed.D.)--Harvard University, 2004.
520 $a By means of an ethnographic multi-case study of three adult basic education programs in Nara prefecture, Japan, this dissertation explores the nature of community building within the adult basic education classroom. It also provides examples of how the sociocultural context of adult basic education in Japan shapes the decisions programs make about the content and nature of adult literacy instruction, the role of assessment in adult basic education, and the nature of teacher preparation. Students in Japanese adult basic education programs are drawn from different minority communities in Japan (burakumin, Koreans, and immigrants) that have a history of being discriminated against, and who remain marginalized by the Japanese mainstream. As a response to both the social and academic needs of adult learners, the adult basic education programs that were part of this study attempt to build a sense of community within the classroom itself. In the process of building this community, students and teachers gave priority to non-academic goals. This created the following expectations: (1) Literacy instruction is to be used for psychological healing and student empowerment, (2) The creation of tight bonds between teachers and students is a goal of the class, rather than just a method, and (3) Classrooms have to be safe spaces for teachers, as well as students, to gather and recuperate. Students and teachers in these programs also rejected the dominant model of Japanese secondary education which prioritizes competition between students and the mastery of a decontextualized curriculum. In keeping with the goals of creating a safe and responsive space, the programs: (1) Utilize an open curriculum, (2) Reject assessment and time limitations put on student tenure, and (3) Problematize the hierarchical student-teacher relationship. In my analysis, I suggest that what informs students' and teachers' decisions is a discourse of empathy which values emotion as a key way of understanding the experiences of others, and views subjectivity as achieved through intersubjective communication. I also suggest that this concern with empathy leads some schools in Japan to provide adult basic education programming that looks very different from what is offered in the United States.
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792 $a 2004
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