An investigation into cultures, concepts and understandings of Japanese studies in the UK.
This project explores empirically student and staff conceptualisations of Japanese Studies with the aim of helping us understand better the tacit assumptions that structure our approach to learning and teaching about Japan in Higher Education. Drawing on constructivist theories from education studie...
| Publicado en: | Japan Forum Vol. 34; no. 2; pp. 131 - 152 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Jun2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=157136899&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 157136899 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 09555803 5BH jtl: Japan Forum issn: 09555803 maglogo: N pubinfo: dt: Jun2022 vid: 34 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 157136899 10.1080/09555803.2020.1822907 ppf: 131 ppct: 21 formats: fmt: – @attributes: type: T db: hlh ui: 157136899 – @attributes: type: P db: hlh ui: 157136899 tig: atl: An investigation into cultures, concepts and understandings of Japanese studies in the UK. aug: au: Perkins, Chris Reig, Julia su: Japan United Kingdom Higher education Focus groups Worldview Culture Grounded theory sug: subj: Higher education Focus groups Worldview Culture Japan United Kingdom Grounded theory keyword: grounded theory higher education Japanese studies pedagogy student experience grounded theory higher education Japanese studies pedagogy student experience ab: This project explores empirically student and staff conceptualisations of Japanese Studies with the aim of helping us understand better the tacit assumptions that structure our approach to learning and teaching about Japan in Higher Education. Drawing on constructivist theories from education studies and employing grounded theory methods, we conducted and analysed interviews and focus groups with academics and students across the UK, asking questions about attributes, values, norms and distinct concepts that make Japanese Studies a distinct field of academic practice. Our findings show that a cluster of concepts including proximity, culture, nuance, legitimacy, and identity are all imbricated in the study of Japan, and that these concepts may provide a basis for constructive dialogue on not only Japanese Studies as a degree, but Japanese Studies as a negotiated and evolving set of worldviews. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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