Journal of International Social Studies

From the Editor

Anatoli Rapoport — Tue, 28 Mar 2023 00:00:00 -0700

The Impact of Teachers Sharing Their Opinions Within a Semi-controversial Class in Japan

Keisuke Iwasaki, Don C. Murray, Toshinori Kuwabara — Tue, 28 Mar 2023 00:00:00 -0700

This paper examines how teachers expressing their political views influence students’ opinion formation and discussions in classrooms regarding controversial issues. We used the methods of Journell (2011) and built on the scholarship of Hess and McAvoy (2015) and Iwasaki (2021). As a case study, we observed a junior high school social studies class and the teacher’s approach to a lesson on lowering the age of candidacy in Japan, especially concerning how and if the teacher’s personal opinions influenced the students. Teachers’ political neutrality is a growing issue of concern in citizenship education. Some Japanese educators and education authorities argue that teachers should avoid expressing their personal views on controversial issues because of how it may impact students. However, we found that teachers’ opinions may have a limited influence on student opinions, thus adding nuance and insight to the existing literature. Namely, the impact of teachers’ expressing political opinions in a classroom should be considered with factors such as their choice of teaching materials and methods.

The Role of Museum-Based Education in Creating 9/11 Curriculum

Elise Langan, Cathlin Goulding — Tue, 28 Mar 2023 00:00:00 -0700

This article is a qualitative investigation of teachers’ pedagogical approaches to the terror attacks on September 11, 2001. The ten participants are regionally diverse in-service teachers who attended workshops conducted by the 9/11 Memorial Museum and Gilder Lehrman Institute of American History in New York during June and July, 2019. Teachers presented their 9/11 lessons at a March 5, 2020 conference in New York City to pre- and in-service teachers. Surveys, interviews, and lessons determined how teachers implemented professional development in their schools. The paper seeks to improve teacher training through the use of primary sources and place-based education to engender student inquiry. The creation of 9/11 digital lesson plans on the Library of Congress’ Teaching with Primary Sources site provides teachers access to ensure that 9/11 receives greater emphasis in the social studies curriculum. Findings indicate that in-situ, place-based experiences increased 9/11 curriculum in classrooms.

Book Review: The Bill of Obligations: The Ten Habits of Good Citizens.

Evan Saperstein — Mon, 10 Apr 2023 00:00:00 -0700

Towards Evaluating the Model United Nations as Teaching Tool in Morocco

Jack Vahram Kalpakian — Tue, 28 Mar 2023 00:00:00 -0700

Model United Nations (MUN) has seen dramatic growth in Morocco, both at the university and high school levels. It is a popular and effective teaching tool. This paper aims to test its utility using various methodologies. It shares the results of surveys, both historic and current, conducted at Al Akhawayn University evaluating the activity among students. It also includes interviews with MUN participants, both coaches and students, at Al Akhawayn University and elsewhere. Finally, the paper evaluates whether the tool is trans-cultural or whether it is an expansion of White space.

The Future of U.S.-China Relations Lies With a New Generation

Deanna Kuhn — Tue, 28 Mar 2023 00:00:00 -0700

The case is made that the future of now-threatened US-China Relations lies with a new generation and preparing it for that future warrants our close attention and thought. A proof-of-concept experiment is offered in support of this argument.