ISSA Activity Brief
Issue_03
Issue_07
Issue_07 April.
Apr. 2022
20202022

GREETINGS FROM THE
ISSAS PRESIDENT(2022-2024)

studies education and ISSA have a
big role to play. ISSA held its first

online annual meeting last year anddiscussed "the possibility of using
ICT in social studies education"

based on the presentations ofISSA for the third term (2022-2024).

I take the election results seriously
and pledge to fulfill my duties aspresident.

In the recent world situation
surrounding us, social unrest isincreasing due to the tension inEastern Europe caused by Russia's
Ukraineandtheaccompanying rise in prices ofcrude oil and food, while the global

pandemic of the new coronavirus is

not ending. Now is the time for us towork together across nations andregions

tosolve

South

Korea,

deepened

thisyear’s

annualproblems.

First,

theaffiliateddiscussions on new themes will be

I was appointed the president ofoffromIndonesia, and Japan. I hope that

● Dr. Harada, Tomohito

invasion

members

problems

peacefully based on democraticrules, rather than solving problems

with military or economic power. In
that respect, I think that social

meeting as well.

However, ISSA does have somefinancial situation is tight. The small
numberofassociations

ISSAandaffiliatedthelowmembership fees are major factors,
so we must resolve this issue assoon as possible.

I ask for the further support andcooperation of the members so that

we can overcome these problems

and disseminate the theory andpractice of social studies educationfrom Asia to the world.

countries other than South Korea,

WELCOME TO OUR NEW
ISSA BOARD MEMBERS(2022-2024)

cooperation

We are happy to announce that newassociations do not spread toIndonesia, and Japan. Therefore, it isnecessary for us to actively seek
withassociations

inacademic

otherAsiancountries. Second, the number ofpapers submitted to the journal

JSSEA is still extremely small. A
certainnumberofpapers

isindispensable for improving thequality of JSSEA. Please make activecontributions by members. Third is

the issue of finances. We havereceived a great deal of financial
support from JERASS, which is incharge of the secretariat, for thepublicationofJSSEA,

buttheISSA Board Members have beenselected. The following members
will conduct their duties as ISSA

Board Members until December 31,2024.

[Recommended by MemberAcademic Association]● Dr. Nasution

Indonesian Social Studies
Sssociation (APRIPSI)● Dr. Yamauchi, Toshio
Education in the Social Studies

57

Department

Association (ESSDRA)● Dr. Karaki, Kiyoshi

ResearchJapanese Association of Social
Studies (JASS)● Dr. Harada, Tomohito

Japanese Educational Research

Association for Social Studies(JERASS)● Dr. Lee, Dong-min
The Korean Association forSocialStudies
Education(KASSE)● Dr. Hwang, Hongseop
KoreanSocialAssociation (KSSA)

Studies

The 33rd annual conference of2.

SocialinASSOCIATION FOR SOCIALSTUDIES (JERASS)

Subject.” Unfortunately, because ofJERASS was held virtually on

32nd conference.

University

was held with the theme of“Reconsideration of the Roles ofStudies

Subjects

Elementary and Junior High School
based on the Reform in High School

COVID-19, this conference wastaken place online as well as theThe conference was consistedof two parts: “Symposium” and“paper session.” In the Symposium
held on February 19, about 140

researchers, educators, teachersand students participated and four

[Recommended by President]● Dr. Kusahara, Kazuhiro(Hiroshima University, Japan)● Dr. Kawaguchi, Hiromi(Hiroshima University, Japan)● Dr. Kim, Jongsung

presenters,

fromproposals

toANNOUNCEMENTOUR MEMBERS

Subject.” In the paper session, held

(Hiroshima University, Japan)

FROM

1. THE SOCIAL STUDIESDEPARTMENTRESEARCHASSOCIATION (ESSDRA)

58

conference website.

ESSDEA, February 19 to March 18,

elementaryteacher to university researcher,outlined

his/her

opinions

andSocialStudies

Subjects

inthetheme“Reconsideration of the Roles ofElementary and Junior High School

based on the Reform in High Schoolin on-demand mode, we received

total 66 wide-ranging presentations.
Although this conference was held

online, finally 231 people attended

to the symposium or visited theTHE

JAPANESEEDUCATIONAL

The

annualRESEARCH

conferenceofOctober 23-November 7, 2021, withJERASS members of Hiroshimaas

theorganizingcommittee. The theme of theconference

was"DiversityandInclusion in Democratic Society andSocial

Studies:

What

EducationalMission

aonisinouranIncreasingly Divided Society? The
main project of the symposium wasdiscussion"Assessment,

Practice, and Research in Social

Studies to Create Possibilities forDiversity and Inclusion," led by thefollowing members. More than 300
participants
symposium.

attendedtheJERASS will hold the annual

conference on October 8-9, 2022,with JERASS members of Fukuoka

University of Education as theorganizing committee.

3. KOREAN SOCIAL STUDIESASSOCIATION (KSSA)
KSSA held 2021 Annual Online

Conference on August 21, 2021 uner
the theme of "Meeting the Future
SocietyandvariousresearchCurriculum."

In

SocialStudies

line withtherevision of the new curriculum,
topicswerepresented at this conference toexplore the direction of the revisionof the social studies curriculum
according to future changes insociety.

KSSA held the 191st Online

KASSE

held2022

AnnualOnline Conference on January 22,2022 under the theme of “Futuresociety,curriculum,

andsocialunderfourstudies.” Twelve oral presentations

related to the theme were presented
anddiscussed

Japan

International

subthemes.

KASSE will hold the 10th KoreaAcademic

Conference in collaboration withwill hold an annual academic

OUR members’ new
PUBLICATION(WRITTEN IN ENGLISH)

conference under the theme of "Risk
Social Factors and Social Studies

Education Challenges in the PostCorona Era."

4.
THE
KOREANASSOCIATION FOR SOCIALSTUDIESEDUCATION(KASSE)

Rao, & Z. Nahaboo. (Eds.), Early
careerteachers:

Internationalnarratives of transitions within

higher education (pp. 17-26).
London: Bloomsbury.

For more information about

lication/344102705_A_Korean_Stra

Social Studies (JASS) next time!

On August 20, 2022 (Sat), KSSA

foreign country. In J. Crutchley, N.

*We are looking forward to27 August 2022.

diversity in social studies educationII.”

better teacher educator in athis chapter, please access to thehearing from the Indonesian Social“Exploration of universality andin a Japanese classroom: Being aJERASS via Zoom online meeting onPeriodic Conference on December
18, 2021 under the theme ofKim, J. (2021). A Korean stranger

Studies Association (APRIPSI)
and the Japanese Association of

1. JONGSUNG KIM(SEPTEMBER 2021)
Jongsung

Kim,

Associate

Professor of Hiroshima University,
published the following chapter:following

URL:

https://www.researchgate.net/pub

nger_in_a_Japanese_Classroom_Dev
eloping_as_a_Teacher_in_a_Foreign_Country(Abstract)
Thischapter

challenges

anddescribes

struggles

theIexperienced as a Korean “stranger”

who has tried to become a better

teacher educator in a foreign
Japanese classroom. Through aprocess of self-study and reflection
spanning two years, I have tried tounderstandtheimpactofperceptions of my ‘self’ as a stranger

on my teaching practice. The self-59

study highlighted that I was astranger not only as a Korean inJapan, but also as a newcomer toteaching in Higher Education. By
following a process of self-study, I

could deliberate the aim of myteaching, accept my vulnerability inteachingandreevaluate

myforeignness as an asset to maximise

pre-service teachers’ learning. This

also meant that I could grow as both,a culturally sensitive educator andas a reflective practitioner. This
chapter argues that developing andidentifying ‘self’ is an essentialelementtoattempting

reflecttoon

improvewhenone’s

teaching and that self-study is asuitable approach for an Early
Career Teacher (ECT) to use toconnect

teaching.

themselves

and

their

2. JONGSUNG KIM, TAKUMIWATANABE,&HIROMI
KAWAGUCHI(MARCH 2022)
Jongsung

Kim,

Associate

Professor of Hiroshima University,
Takumi

Watanabe,

Associate

Professor of Hiroshima University,

60

and Hiromi Kawaguchi, Associate

Professor of Hiroshima University,
published the following article:
Kim,J.,

Thepotentials

Kawaguchi,

Watanabe,H.

T.,&(2021).

Educating teachers as designers:ofKyouzai

Kenkyuu in social science teachereducation.

JournalofSocial

Science Education, 20(3), 174195.

For more information about

this article, please access to thefollowing

URL:

https://www.researchgate.net/pub
lication/355232257_Educating_tea

chers_as_designers_The_potentials_
of_Kyouzai_Kenkyuu_in_social_scie
nce_teacher_education(Abstract)− Curriculum design has beenrecognizedaspreparation

conceptual

tool

practice, not practice per se.

for− Kyouzai Kenkyuu can be atoindicate

curriculum design as teachers’
practice.

− Kyouzai Kenkyuu is both ateacher’s practice and a disposition
that a teacher needs to have.

− Kyouzai Kenkyuu can strengthenteacher

professionalism

understanding

byteachersascurriculum designers.

*Purpose: This study introduces theidea of Kyouzai Kenkyuu andexamines its potentiality as aconceptual tool to point to thecurriculum design process with acase of social science education. By
doing so, this study can contributeto expanding the target of reflection
fromthepractices

insideofteacher

classrooms toward the curriculum
design outside classrooms and thestrengthening

professionalism by understanding
teachers as curriculum designers.

*Approach: The authors utilised

literature review to illustrate how
KyouzaiKenkyuu

canbeaconceptual tool to point to thecurriculum

Subsequently,
conducted

designtheprocess.
authors

interpretative

practitioner research to showcase
how Kyouzai Kenkyuu can be taught

in pre-service teacher educationand how teacher educators can

educate pre-service teachers as
curriculum

designers

utilisinginsider’s perspectives. Finally, theauthors discussed the potential ofKyouzai Kenkyu as a conceptual tool
to indicate the content and methodof designing the curriculum and as
an approach to enhance teachers’

developmentdesigners.

*Findings:
Kyouzaias

Kyouzaimeaningcurriculum

Kenkyuu—

study or research in the JapaneseaThis article examines how and why

limited to three method courses‘self’ and ‘others’ in educational*Research limitations: This study isthat the authors have taught; thus,
the findings on how to teachKyouzai Kenkyuu may not begeneralizable.

practiceforcurriculum design and one of thedispositions to define teachers asprofessionals. In Japan, teachers are
expected to be practitioners who

conduct Kenkyuu (research) about
discipline, students, and the context

surrounding students to design

suitable

Kyouzai(learningcourses,pre-service

teachers

impacts

curriculum

design.

material[s]) and a curriculum forindividual classrooms. In methodverbalize and reflect on their

Kyouzai Kenkyuu and how it

Through these experiences, social

science teachers in Japan can enjoy

Tsukuba

University,

published the following article:

Shibata, M. (2022). Educational
Reconstruction

andJapan, with a focus on the theme ofinteraction. I argue that during theoccupation of Okinawa, the US tried

to detach Okinawa from Japansocio-culturally,using

thehistorically based racial tensions
local ‘Ryukyuan’ identity. The US

Masako Shibata, Professor ofCatholic

the US reconstructed Okinawa in

between them by promoting the3. MASAKO SHIBATA(MARCH 2022)

learning

material(s) and Kenkyuu meaning
language—isthe opportunities to develop theirdesign and teaching rationales.

thegoal was to enhance its military andideological presence in Okinawa,

projecting its long-term role as akeystone in Cold War Asia. The USpolicy of transforming Okinawan
identity is viewed in three ways: thetransmission of political and socio-

Promotion of Local Identity:

cultural values through foreign

Comparative Education, 58(2), 1-rationales

Okinawa

Occupation
17.

intheAmerican

1945–1972.

For download this article,

please access to the following URL:

https://www.tandfonline.com/doi/full/10.1080/03050068.2022.204
8535?scroll=top&needAccess=true(Abstract)

education reform and transfer ofAmerican models; the ideologicalthat

legitimised

thereform; and the political andhistorical context in which thereforms were enacted. The US
educational

interventioninOkinawa illuminates the scheme ofglobal governance that the new‘empire’ mapped out in the postWWII geopolitical context.

61

* Do you want to share yourresearch written in English withISSA colleagues? Send necessary
information (abstract, reference,URL, etc.) to your association’s
ISSA board member or
dr.dongminlee@gmail.com
directly.

62