Bulletins of Japan-UK Education Forum
Online ISSN : 2189-678X
Print ISSN : 1343-1102
ISSN-L : 1343-1102
Volume 22
Displaying 1-10 of 10 articles from this issue
  • Manabu UEDA
    2018 Volume 22 Pages 007-008
    Published: 2018
    Released on J-STAGE: September 22, 2018
    JOURNAL FREE ACCESS
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  • Marc Sheffner
    2018 Volume 22 Pages 009-014
    Published: 2018
    Released on J-STAGE: September 22, 2018
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  • Robert Aspnall
    2018 Volume 22 Pages 015-021
    Published: 2018
    Released on J-STAGE: September 22, 2018
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  • Earl Kinmonth
    2018 Volume 22 Pages 022-028
    Published: 2018
    Released on J-STAGE: September 22, 2018
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  • Keiko AOKI
    2018 Volume 22 Pages 031-046
    Published: 2018
    Released on J-STAGE: September 22, 2018
    JOURNAL FREE ACCESS
    English Literature education has been politicized since the beginning of the twentieth century. In this article, we will first show how literature education became politicized from 1930 to 1940. During that period, one of the most influential educational movements was the Scrutiny Movement led by F. R. Leavis who published the journal“Scrutiny”. He attempted to apply his work to grammar schools because he wanted to maintain high standards of knowledge and literature in the face of 20th century popular culture. In addition, Leavis longed to develop the 18th century reader, called the“Common Reader” by Samuel Johnson. Leavis believed that the Common Reader represented the high cultural traditions and standards of taste in literature in the 18th century, and that it should also inform the education of elites in the 20th century. For Leavis, an elite minority was essential for the conservation and transmission of culture.  His successor Brian Cox and writers in what was called the“Movement Literature” established the journal“Critical Quarterly.” They organized one of the most remarkable educational movements in the politicization of Literature Education, the Black Paper Movement of the 1960s. This movement focussed on current problems in schools and had been developing throughout the 1950s; its publications instigated a major shift in attitude to educational problems. Cox, his colleagues from Cambridge and the Movement writers brought together teachers who had never met but who shared similar anxieties about education. Editing his journal and conducting Literature seminars, Cox became deeply sensitive to the needs of teachers. Although Cox insisted that the purpose of his journal was different from that of the Scrutiny of Leavis of the 1930s, this paper will show some of their common elements viewed from the standpoint of literacy education. One common element is related to the social structure in the UK because Leavis, Cox and most of the Movement writers were originally from the lowermiddle class, or“working class”. Although they became famous intelligentsia, their social position had been“declassed” or“transclass”, representing an ambiguous and marginalized condition in that society. Therefore, they shared a complicated“in between” social space. Despite this, they became well- known among the middle and lower classes for refusing to accept the mass education of the 1950s. Based on the Common Reader of the 20th century, they tried to maintain high educational standards in order to foster a minority elite in the society.  This paper analyses in three sections how English Literature education as been politicized. Firstly, it shows how traditional literature education was reorganized by Leavis, and discusses how Leavis used his exalted position in the literary hierarchy to promote his own literary ideals through the education of young elites. Secondly, it traces the development of this traditional literary education in the 1950s and shows how the Movement literature writers were influenced by Leavis. Thirdly, it analyses how Cox promoted the Black Paper movement through his journal and seminars based upon the thoughts of Leavis. Thus, we show how the literature movement was politicized in the 1960s.
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  • ― Focus on PSHE and healthy schools ―
    Kensaku AOKI, Mariko ISHIGURO
    2018 Volume 22 Pages 047-062
    Published: 2018
    Released on J-STAGE: September 22, 2018
    JOURNAL FREE ACCESS
    By World Health Organization (WHO) ’s initiatives, many countries have been working on health promotion in schools since the late 1980s. According to the WHO, Health Promoting Schools stem from the idea of healthy settings. A healthy setting refers to“the place or social context in which people engage in daily activities in which environmental, organizational, and personal factors interact to affect health and wellbeing.” In other words, this idea tries to see settings, where people engage in activities, as a place where health-related problems are created and resolved. The idea of using settings as a base to tackle health promotion stems from a strategy from the 1980s,“Health for All,” and more specifically, it was designed more clearly in the 1986 Ottawa Charter for Health Promotion. Currently, health promotion initiatives are implemented in settings such as schools, workplace, hospitals, villages and cities.  In the compulsory education stage in England there is a subject called PSHE (Personal, Social, Health and Economic education). This subject is expected to play a central role in health education. Also, there are requirements that a variety of subjects, such as science, physical education and design and technology, teach knowledge and skills related to health. Health and safety prescriptions have occurred in the Early Years Foundation Stage (EYFS), with such descriptions increasing in recent years. Regardless of the fact that heavy emphasis has been placed on PSHE as a subject closely involved in better lifestyles for children, to date, it has been a non-statutory subject. As a result, individual schools decide how to teach PSHE, and quality has also been found to vary, with a 2013 survey by Ofsted finding 40% of schools needing improvement. With increasing voices calling for a PSHE requirement in all schools, as it brings a certain level of quality, the current Conservative government announced that PSHE would become a statutory subject in 2019. As seen in the current positioning of PSHE, while the government has endorsed health education in England, efforts toward this end have been decided by each school. However, there are policies to promote schools undertaking ambitious efforts for health education. Among them is the healthy schools approach. A healthy school is one with evidence that it is undertaking schoolwide efforts concerning the four central themes of PSHE, healthy food, physical activity and emotional health and well-being. The Labour Government at the time built an environment enabling schools to make aspiring health education efforts through nationwide development of a healthy school’s certification program for these schools. Although this wasn’t adopted under subsequent coalition and Conservative Governments, in some cases, local authorities use healthy school policies to continue to support healthy lifestyles among children in their respective regions. For example, in the Healthy Schools London policy, health education in schools develops through cooperation with local authority and a variety of groups promoting health. A wide variety of health education is taught in schools. These cases indicate that schools wisely using local resources can develop effective and original health education.
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  • ― Focus on London Borough of Newham after the Education Act 1981 ―
    Nariko HASHIDA
    2018 Volume 22 Pages 063-077
    Published: 2018
    Released on J-STAGE: September 22, 2018
    JOURNAL FREE ACCESS
    The purpose of this research is to clarify what kind of discussion and activities promoted the inclusive education system of Newham. The research methods are to conduct an interview with a participant of Newham Parents’ Support Network and analyzed of some policy documents, related papers.  In the UK, the number of special schools had been increasing by 1970s. This system segregated many disabled children into special schools. The disability movement had criticized this system and some parents joined it to acquire“parental rights”“. Warnock Report” and Education Act 1981 stipulated that children with special educational needs should be educated in mainstream schools if parents request it. However, the government had not prepared additional budgets for integration. Therefore, the parents’ campaign for educational support in mainstream school occurred in the 1980s.  The Parents Centre of Newham provided the learning activities for parents of disabled children to know the purpose and contents of 1981 Education Act. The participants started to recognize their rights to education, represented their concern with integration. After that, they launched Newham Parents’ Support Network to enable parents to recognize their knowledge, skills, needs, put them into practice. 5 participants of NPSN joined Integration Working Party from 1983, shared their idea with the councilors, teachers, and officers of local education authority. Moreover, the parents made relationships with disabled young people who had graduated from special schools, shared the matters of“segregation”.  The parents became a councilor(chair of the education committee in 1988- 1994) and school governors. The Integration Steering Group in education committee started the closure programs of 6 special schools, produced the learning support services in mainstream schools.  In the 1990s, the parents, disabled children and adults, the teachers in mainstream schools, and LEA officers participated in Inclusion Project, and they created“The Newham Local Education Authority Inclusion Charter” and“The Audit”. It promoted a policy of making all parents feel their children will be welcomed in mainstream schools. After that, LEA’s officers reviewed all the SEN policies of mainstream schools according to Inclusion Charter and Audit.  In Labor Government, the Department of Education and Employment organized the National Advisory Group on SEN. They shared good practices of Newham. Green Paper and the code of practice of Special Educational Needs and Disability Act 2001 promoted the school- based approaches with supporting from LEAs. The role of LEAs was reviewed, and placements of pupils with statements in mainstream schools were increased by the 2000s.  As a result of this study, it becomes clear that: the discussions with parents, the disabled adults and children, the teachers, local officers played important roles to acquire the educational supports in mainstream schools in Newham. They shared the concerns of each other, changed their roles, put the end of“segregation” in special schools as local level.
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  • Maki SHIRAHATA
    2018 Volume 22 Pages 081-084
    Published: 2018
    Released on J-STAGE: September 23, 2018
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  • Masaaki YANAGIDA
    2018 Volume 22 Pages 085-088
    Published: 2018
    Released on J-STAGE: September 23, 2018
    JOURNAL FREE ACCESS
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  • Kenji MIAYJIMA
    2018 Volume 22 Pages 091-101
    Published: 2018
    Released on J-STAGE: September 23, 2018
    JOURNAL FREE ACCESS
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