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Volume 44 (2001)
- Issue 4 Pages 319-
- Issue 3 Pages 189-
- Issue 2 Pages 101-
- Issue 1 Pages 3-
Predecessor
Volume 44, Issue 3
Displaying 1-9 of 9 articles from this issue
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Shizuko SHIBAArticle type: Article
2001 Volume 44 Issue 3 Pages 189-199
Published: October 01, 2001
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThis is a series of studies aimed at grasping the totality of home economics educators' visits to the United States as National Leaders from GARIOA funds and at considering their influence on the development of homemaking education in Japan under Occupation. The purpose of this first report is to give an outline of home economics educators' visits to the States and to make it clear that National Leaders' visits were an important part of educational policy for Occupied Areas. After examining GHQ/SCAP, CIE Records, the main points are as follows : 1. Dispatching National Leaders to the States was carried out under educational policy for Occupied Areas by the CIE in accordance with the recommendations of the "Report of the Educational Exchange Survey to the Supreme Commander for the Allied Powers". 2. Home economics educators dispatched to the State as National Leaders were engaged on 5 projects and consisted of 17 people. They included staff of the Ministry of Education, a university official, faculty members, teacher consultants, a princpal of senior high school and homemaking teachers. 3. According to the objectives set by the CIE, 17 home economics educators took past in study tours for 90 days between February 1950 and December 1951.View full abstractDownload PDF (1104K) -
Shizuko SHIBAArticle type: Article
2001 Volume 44 Issue 3 Pages 200-210
Published: October 01, 2001
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe purpose of this report and the following one is to make clear the process by which home economics educators visited the United States as National Leaders in connection with CIE, the Ministry of Education and the U. S. Office of Education. In this report the participation of CIE and ME in the selection of visiting persons is clarified. After examining GHQ/SCAP, CIE Records and Japanese documents, the main points are follows : 1. The planning of home economics educators' visits to the States as National Leaders and the selection of suitable people were done by the leadership of the CIE and the "Interchange of Persons Board". In fact they were influenced by the input of M. Williamson, a homemaking education consultant in the CIE. 2. The Ministry of Education asked both universities and boards of education in Japan to recommend people to be dispatched to the States. It also dispatched staff to the committee to select personnel for the exchange of persons program. After deciding on the visiting members, the Ministry of Education contacted, guided and assisted them. 3. Dr. Williamson intended to nurture 17 educators as future leaders of homemaking education in Japan by observing home economics education and family life in the States.View full abstractDownload PDF (1170K) -
Eriko INOUEArticle type: Article
2001 Volume 44 Issue 3 Pages 211-219
Published: October 01, 2001
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe aim of this paper is to make clear the features of the teachers' training system and the function of the qualifying examination for Home Economics teachers before World War II by using statistical data and previous studies. The results were as follows : 1. The teachers' training system consisted of three elements, namely the training school, the qualifying system without examination and "Bunken Kaji". 2. "Bunken Kaji" had seven functions. These included the selection of excellent teachers regardless of sex or educational background, showing specialization as Home Economics teachers, and so on.View full abstractDownload PDF (1029K) -
Eriko INOUEArticle type: Article
2001 Volume 44 Issue 3 Pages 220-230
Published: October 01, 2001
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe aim of this paper is to make clear the actual condition of successful male examinees of "Bunken Kaji" by analysing Tani Chuichi's documentary records and interviews with his family. The results were as follows : 1. Tani took the examination not to become a teacher of Housekeeping education, but to train as a science teacher and to get the status of the teacher's license. 2. It was difficult for successful male examinees to master the skills of cooking and washing as a practical test, though mastering the content of paper tests was comparatively easy. 3. He promoted Housekeeping education linked to the improvement of living conditions by writing books on Housekeeping education, by teaching the training in home management to students, and by becoming a lecturer in women's education in the community and also becoming the leader of examinees undergoing "Bunken Kaji". 4. It seemed that successful male examinees studied subjects like science education first, and then Housekeeping education. 5. It seems that the male leaders in Housekeeping education connected with "Bunken Kaji" introduced scientific methods and knowledge into Housekeeping education, and laid the foundation for successful male examinees like Tani Chuichi.View full abstractDownload PDF (1140K) -
Miyuki OKADAArticle type: Article
2001 Volume 44 Issue 3 Pages 231-241
Published: October 01, 2001
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe objective of this study was to examine the realities of teaching education for home and family living and home economics education in 1951, and then to examine the relation between education for home and family living and home economics education since then. The results were as follows : 1. Education for home and family living was generally weakly covered in 1951, for reasons resting with the schools' side, teachers' side and the parental side. 2. Home economics education was disrupted at the beginning of 1951, because classes in home economics education were not provided at many schools, against the intention of the Ministry of Education. Most of these schools have introduced home economics education classes of two hours a week since then, however, and home economics education is now a part of education for home and family living, however. 3. The individuality of home economics education has been indicated since 1951, and is now a part of education for home and family living teaching knowledge and for education in food, clothing and shelter. The contents of guidance on skills in food, clothing and shelter decrease gradually whenever study courses are revised, however.View full abstractDownload PDF (1192K) -
Mayumi YOSHINO, Kazuko FUKAYAArticle type: Article
2001 Volume 44 Issue 3 Pages 242-252
Published: October 01, 2001
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe purpose of this study is to clarify the role of male teachers of home economics in the formation of students'gender consciousness. We distributed a questionnaire to a sample survey of 1216 high school students. The results were as follows : 1) Male students who were taught by male teachers liked the subject of home economics. 2) Students who had had experience of male home economics teachers had a lower gender bias in home economics education. 3) Students who were taught by male teachers had greater expectations of becoming a home economics teacher as a future career option.View full abstractDownload PDF (993K) -
Keiko ITOArticle type: Article
2001 Volume 44 Issue 3 Pages 253-260
Published: October 01, 2001
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSOn the basis of normalization principles, homemaking classes where children with and without disabilities learn together have been frequently seen in elementary and junior high schools. However, the actual situation of integrated homemaking classes has not been clarified in our country. This study, therefore, investigated the presentsituation and discussed the problems for future improvement in this educational field through three successive reports. This first report investigated the present situation of homemaking classes in elementary and junior high schools where disabled children and children without disabilities learn together. The results obtained are as follows : 1. 84.3% of homemaking teachers had experience of educational integration in homemaking classes. 2. A few subject areas were not covered in specialclasses for disabled children in integrated learning. 3. 90.7% of homemaking teachers who had experience of educational integration found difficulties in teaching.View full abstractDownload PDF (751K) -
Toshiko BUNKO, Akiko UENOArticle type: Article
2001 Volume 44 Issue 3 Pages 261-271
Published: October 01, 2001
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe object of this research is that every student studies the themes of gender, family and child care with consciousness of the issues, examinies our lesson plans in high school home economics. and come up with new lesson plans to foster wider values. Consequently, we planned and practiced lessons combining online debating and classroom debating. The difference in students' opinions before and after the lessons, led us to the result that there were many people whose opinions changed considerably after exchanging views with people of different sexes and from different environments, especially on the themes of "living together with one's parents" and "the failure of marriage". The assignment from now on is to apply this lesson structure to any high school.View full abstractDownload PDF (1001K) -
Akemi MASUDA, Mihoko SAITO, Yumiko SUGIYAMA, Midori OTAKEArticle type: Article
2001 Volume 44 Issue 3 Pages 272-280
Published: October 01, 2001
Released on J-STAGE: November 22, 2017
JOURNAL OPEN ACCESSThe contents of Home Economics textbooks for senior high school were investigated to analyze how they affect students, and how they form their sense of gender. The descriptions, illustrations and pictures were surveyed in the area of early childhood education and care. The method of the survey was to classify gender biases from the following points of view : 1. Expressions of gender in the descriptions ; 2. The colors, designs, figures, behavior and sex roll allotment used for gender expression in the illustrations and pictures. The results were as follows : 1. 80% of words used applied to both genders. There were 29 expression with gender was and 38 gender free expressions. 2. Also the tendency to use gender free expressions was also seen in illustrations and pictures. 3. The point above suggest that teachers instructions are required for teacher to reduce the gender biases of their students'textbooks and to be more sensitive to gender.View full abstractDownload PDF (963K)
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