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Kaori Kitagawa 《International Journal of Lifelong Education》2016,35(6):629-647
Preparedness for disaster scenarios is progressively becoming an educational agenda for governments because of diversifying risks and threats worldwide. In disaster-prone Japan, disaster preparedness has been a prioritised national agenda, and preparedness education has been undertaken in both formal schooling and lifelong learning settings. This article examines the politics behind one prevailing policy discourse in the field of disaster preparedness referred to as ‘the four forms of aid’ – ‘kojo [public aid]’, ‘jijo [self-help]’, ‘gojo/kyojo [mutual aid]’. The study looks at the Japanese case, however, the significance is global, given that neo-liberal governments are increasingly having to deal with a range of disaster situations whether floods or terrorism, while implementing austerity measures. Drawing on the theory of the adaptiveness of neo-liberalism, the article sheds light on the hybridity of the current Abe government’s politics: a ‘dominant’ neo-liberal economic approach – public aid and self-help – and a ‘subordinate’ moral conservative agenda – mutual aid. It is argued that the four forms of aid are an effective ‘balancing act’, and that kyojo in particular is a powerful legitimator in the hybrid politics. The article concludes that a lifelong and life-wide preparedness model could be developed in Japan which has taken a social approach to lifelong learning. 相似文献
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Kaori Kitagawa 《Compare》2019,49(6):851-867
AbstractAbstractThis paper contributes to the conceptual and empirical development of ‘preparedness pedagogy’. Preparedness involves learning, thus disaster risk reduction (DRR) should be discussed more in the field of education, particularly its sub-discipline of public pedagogy. Disaster risk reduction education should have an element of a pedagogy in the interest of publicness, which is an experimental pedagogy in which citizens act in togetherness to develop their own preparedness. The paper pays attention to the two phrases utilised in the recent DRR discourse – ‘integrated’ DRR and ‘participation by all’ – and examines the case of Japan, applying whole-system thinking. It is suggested that ‘the mesosystem’ of the DRR system yields relationships and learning, and thus enables collaboration, change and ‘participation by all’. Preparedness pedagogy has a role to play in this. The mesosystem functions as the confluence between state-led and community-based DRR to truly integrate the system. 相似文献
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Kaori Okumoto 《Compare》2008,38(2):173-188
This article provides a comparative analysis of the development of lifelong learning in England and Japan, while addressing the multi‐dimensional nature of ‘lifelong learning’. The article argues that ‘lifelong learning’ is a concept which has unusual adaptability and legitimacy, and for these reasons has been subject to multiple translations over the last twenty years in both England and Japan. These translations can be identified: a) through discourse; b) in the development of policy; and c) as the shift in the political ideology. Drawing on the insights generated from the three strands, the article concludes that lifelong learning is being translated to accommodate various agendas and has been adapted in diverse contexts. 相似文献
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Kaori Okano 《International journal of qualitative studies in education》2013,26(4):357-369
This paper explores the mechanisms guiding differentiation among nonuniversity‐bound high schoolers from disadvantaged families in their job decision making and acquisition. Examining microlevel schooling processes over one year, it is argued that one differentiation mechanism is the individual's varying perceptions and consequent uses of school‐based resources that, in principle, are available to all within the school but, in reality, are not fully utilized by all. The paper then seeks to explain the mechanisms whereby these variations emerge and draw upon habitus as an analytical tool. It suggests that variations result from an interaction of individual habitus (within the “collective” habitus of nonuniversity‐bound students) and available resources (family‐based and school‐based) and that the ways in which these resources are presented to individual students are influential. School and family can in fact “intervene” in the student's perception and activation of the resources. The highly structured practice of job referral in Japan, where each school provides students with job opportunities, illuminates variability in students’ uses of school‐based resources. 相似文献
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John Preston Charlotte Chadderton Kaori Kitagawa 《Globalisation, Societies & Education》2014,12(4):437-456
The term ‘state of exception’ has been used by Italian political theorist Giorgio Agamben to explain the ways in which emergencies, crises and disasters are used by governments to suspend legal processes. In this paper, we innovatively apply Agamben's theory to the way in which countries prepare and educate the population for various types of emergencies. We focus on two main aspects of Agamben's work: first, the paradoxical nature of the state of exception, as both a transient and a permanent part of governance. Second, it is a ‘liminal’ concept expressing the limits of law and where ‘law’ meets ‘not-law’. We consider the relationship between laws related to disasters and emergencies, and case studies of the ways in which three countries (England, Germany and Japan) educate their populations for crisis and disaster. In England, we consider how emergency powers have been orientated around the protection of the Critical National Infrastructure and how this has produced localised ‘states of exception’ and, relatedly, pedagogical anomalies. In Germany, we consider the way in which laws related to disaster and civil protection, and the nature of volunteering for civil protection, produce exceptional spaces for non-German bodies. In Japan, we consider the debate around the absence of emergency powers and relate this to Japanese non-exceptional disaster education for natural disasters. Applying Agamben's work, we conclude by developing a new, multilevel empirical framework for analysing disaster education with implications for social justice. 相似文献
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John Preston Charlotte Chadderton Kaori Kitagawa Casey Edmonds 《International Journal of Lifelong Education》2013,32(6):727-753
Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion. 相似文献
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This paper analyses a work placement scheme established to create the conditions to: (i) incubate new designs in the jewellery sector in Birmingham; (ii) support a jewellery company compete more effectively in the global market; (iii) assist a newly qualified graduate jeweller to enter the jewellery sector. It introduces a new theoretical framework based on concepts from: Cultural–Historical Activity Theory—‘project-object’; Workplace Learning—‘vocational practice’; Philosophy of Mind—‘space of reasons’; to analyse individual and organisational contributions to workplace learning in this scheme. It identifies the strategies and tactics used by: (i) the organisations involved with the scheme to facilitate the incubation of the new designs, and (ii) an aspiring jewellery designer to create a new product range. The paper concludes with a discussion of the implications of this conceptual framework for debates in workplace learning about: (i) the ‘front-loaded’ versus ‘practice-based’ conceptions of vocational education and (ii) the role of epistemic objects and practices in the development of vocational practice. 相似文献